Volume  XV 


Number  25 


The 

Ohio  State  University 
Bulletin 


Definitions  of  Entrance  Units 


Jun  t1  \  9  \  \ 


Published  by  the  University  at  Columbus 

Entered  as  second-class  matter  November  17,  1905,  at  the  postoffice 
at  Columbus,  Ohio,  under  Act  of  Congress,  July  16,  1894. 


DEFINITIONS  OF  ENTRANCE  UNITS 


INTRODUCTORY  STATEMENT 

This  bulletin  is  published  for  the  information  of  school  officers, 
high  school  teachers,  and  others  who  desire  information  regarding 
the  character  and  extent  of  the  work  which  should  constitute  the 
units  that  are  accepted  for  admission  to  the  Ohio  State  University. 
The  definitions  of  units  and  the  descriptive  matter  in  connection 
therewith  are  (with  exceptions  noted  below)  republished  from  the 
1910  report  of  the  Commission  on  Accredited  Schools  and  Colleges 
of  the  North  Central  Association  of  Colleges  and  Secondary 
Schools,  and  have  been  adopted  by  the  faculty  of  the  Ohio  State 
University  with  slight  corrections  or  changes  which  are  here  incor¬ 
porated.  The  definitions  in  Chemistry  and  Manual  Training  differ 
in  form,  rather  than  in  substance  or  extent,  from  similar  definitions 
of  the  North  Central  Association.  The  University  also  defines  units 
in  Agriculture,  Commercial  Geography,  Physiology,  and  Freehand 
Drawing,  subjects  not  yet  defined  by  the  North  Central  Association. 

As  a  charter  member  of  the  North  Central  Association  of  Col¬ 
leges  and  Secondary  Schools,  the  educational  organization  which 
seeks  by  the  voluntary  action  of  its  constituent  members  to  promote 
and  make  effective  the  best  educational  policies  in  the  fourteen 
North  Central  States,  the  Ohio  State  University  commends  the 
definitions  here  printed  to  the  careful  consideration  of  school 
officers.  The  definitions  represent  the  judgment  of  the  best  institu¬ 
tions,  both  higher  and  secondary,  in  these  states  and  are  substan¬ 
tially  the  same  also  as  those  adopted  by  the  Association  of  Colleges 
and  Preparatory  Schools  of  the  New  England  States,  and  the 
Association  of  Colleges  and  Secondary  Schools  of  the  Middle 
States  and  Maryland.  These  definitions  are  published  for  the  pur¬ 
pose  of  being  helpful  and  suggestive  rather  than  with  the  object 
of  restricting  the  work  of  secondary  teachers  in  any  undesirable 
manner. 

No  attempt  is  made  in  this  bulletin  to  indicate  the  entrance 
requirements  to  the  various  colleges  or  courses  of  the  University. 
Such  information  is  contained  in  a  Bulletin  of  Entrance  Informa¬ 
tion,  which  will  be  mailed  on  request.  Requests  for  this  or  other 

(3) 


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The  Ohio  State  University 


bulletins  of  information  should  be  addressed  to  W.  E.  Mann,  Uni¬ 
versity  Editor,  Columbus,  Ohio. 

The  Unit. 

The  amount  of  class-room  work  which  is  recognized  by  the 
University  as  constituting  a  unit  of  entrance  work  is  indicated  by 
the  following  definition,  which  coincides  with  that  adopted  by  the 
North  Central  Association:  A  unit  is  a  course  of  study  covering 
a  school  year,  which  shall  include  in  the  aggregate  not  less  than 
one  hundred  and  twenty  sixty-minute  hours  of  class-room  work, 
two  hours  of  manual  training  or  laboratory  work  being  equivalent 
to  one  hour  of  class-room  work.  The  character  of  the  work  which 
should  occupy  this  time  unit  is  indicated  in  the  following  pages 
under  the  various  subject  headings. 

ENGLISH  (Four  units) 

Preparation  in  English  has  two  main  objects:  (1)  command 
of  correct  and  clear  English,  spoken  and  written;  (2)  ability  to 
read  with  accuracy,  intelligence,  and  appreciation. 

The  first  object  requires  instruction  in  grammar  and  composi¬ 
tion.  English  grammar  should  ordinarily  be  reviewed  in  the  sec¬ 
ondary  school ;  and  correct  spelling  and  grammatical  accuracy 
should  be  rigorously  exacted  in  connection  with  all  written  work 
during  the  four  years.  The  principles  of  English  composition 
governing  punctuation,  the  use  of  words,  paragraphs,  and  the 
different  kinds  of  whole  composition,  including  letter-writing,  should 
be  thoroughly  mastered ;  and  practice  in  composition,  oral  as  well 
as  written,  should  extend  throughout  the  secondary  school  period. 
Written  exercises  may  well  comprise  narration,  description,  and 
easy  exposition  and  argument  based  upon  simple  outlines.  It  is 
advisable  that  subjects  for  this  work  be  taken  from  the  student's 
personal  experience,  general  knowledge,  and  studies  other  than 
English,  as  well  as  from  his  reading  in  literature.  Finally,  special 
instruction  in  language  and  composition  should  be  accompanied  by 
concerted  effort  of  teachers  in  all  branches  to  cultivate  in  the 
student  the  habit  of  using  good  English  in  his  recitations  and 
various  exercises,  whether  oral  or  written. 

The  second  object  is  sought  by  means  of  two  lists  of  books, 
headed  respectively  reading  and  study,  from  which  may  be  framed 
a  progressive  course  in  literature  covering  four  years.  In  con¬ 
nection  with  both  lists,  the  student  should  be  trained  in  reading 
aloud  and  be  encouraged  to  commit  to  memory  some  of  the  more 


Definitions  of  Entrance  Units 


5 


notable  passages  both  in  verse  and  in  prose.  As  an  aid  to  literary 
appreciation,  he  is  further  advised  to  acquaint  himself  with  the 
most  important  facts  in  the  lives  of  the  authors  whose  works  he 
reads  and  with  their  place  in  literary  history. 

a.  Reading — The  aim  of  this  course  is  to  foster  in  the  student 
the  habit  of  intelligent  reading  and  to  develop  a  taste  for  good 
literature,  by  giving  him  a  first-hand  knowledge  of  some  of  its  best 
specimens.  He  should  read  the  books  carefully,  but  his  attention 
should  not  be  so  fixed  upon  details  that  he  fails  to  appreciate  the 
main  purpose  and  charm  of  what  he  reads. 

I.  BOOKS  PRESCRIBED  FOR  READING 

For  1912  nine  books,  selected  as  prescribed  below  from  the 
following  list : 

Group  I  (two  to  be  selected). 

Shakespeare’s  As  You  Like  It,  Henry  V,  Julius  Caesar,  The 
Merchant  of  Venice,  Twelfth  Night. 

Group  II  (one  to  be  selected). 

Bacon’s  Essays ;  Bunyan’s  The  Pilgrim’s  Progress,  Part  I ;  The 
Sir  Roger  de  Coverley  Papers  in  The  Spectator;  Franklin’s  Auto¬ 
biography. 

Group  III  (one  to  be  selected). 

Chaucer’s  Prologue ;  Spenser’s  Faerie  Queene  Book  I ;  Pope’s 
The  Rape  of  the  Lock;  Goldsmith’s  The  Deserted  Village;  Pal- 
grave’s  Golden  Treasury  (First  Series),  Books  II  and  III,  with 
especial  attention  to  Dryden,  Collins,  Gray,  Cowper,  and  Burns. 

Group  IV  (two  to  be  selected). 

Goldsmith’s  The  Vicar  of  Wakefield;  Scott’s  Ivanhoe,  Quentin 
Durward;  Hawthorne’s  The  House  of  the  Seven  Gables;  Thack¬ 
eray’s  Henry  Esmond;  Mrs.  Gaskell’s  Cranford;  Dickens’  A  Tale 
of  Two  Cities;  George  Eliot’s  Silas  Marner;  Blackmcre’s  Lorna 
Doone. 

Group  V  (one  to  be  selected). 

Irving’s  Sketch  Book;  Lamb’s  Essays  of  Elia;  De  Quincey’s 
Joan  of  Arc  and  The  English  Mail  Coach;  Carlyle’s  The  Hero  as 
Poet,  The  Hero  as  Man  of  Letters,  The  Hero  as  King;  Emerson’s 
Essays  (Selected)  ;  Ruskin’s  Sesame  and  Lilies. 

Group  VI  (two  to  be  selected). 

Coleridge’s  The  Ancient  Mariner;  Scott’s  Lady  of  the  Lake; 
Byron’s  Mazeppa  and  The  Prisoner  of  Chillon ;  Palgrave’s  Golden 
Treasury  (First  Series),  Book  IV,  with  special  attention  to  Words¬ 
worth,  Keats,  and  Shelley;  Macaulay’s  Lays  of  Ancient  Rome; 
Poe’s  Poems;  Lowell’s  The  Vision  of  Sir  Launfal;  Arnold’s 


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The  Ohio  State  University 


Sohrab  and  Rustum;  Longfellow’s  The  Courtship  of  Miles  Stan- 
dish;  Tennyson’s  Princess;  Browning’s  Cavalier  Tunes,  The  Lost 
Leader,  How  They  Brought  the  Good  News  from  Ghent  to  Aix, 
Evelyn  Hope,  Home  Thoughts  from  Abroad,  Home  Thoughts  from 
the  Sea,  Incident  of  the  French  Camp,  The  Boy  and  the  Angel, 
One  Word  More,  Herve  Riel,  Pheidippides. 

For  1913,  1914  and  1915 : 

With  a  view  to  large  freedom  of  choice,  the  books  provided 
for  reading  are  arranged  in  the  following  groups,  from  which  at 
least  ten  units*  are  to  be  selected,  two  from  each  group : 

I.  The  Old  Testament,  comprising  at  least  the  chief  narrative 
episodes  in  Genesis,  Exodus,  Joshua,  Judges,  Samuel,  Kings,  and 
Daniel,  together  with  the  books  of  Ruth  and  Esther;  the  Odyssey, 
with  the  omission,  if  desired,  of  Books  I,  II,  III,  IV,  V,  XV,  XVI, 
XVII;  the  Iliad,  with  the  omission,  if  desired,  of  Books  XI,  XIII, 
XIV,  XV,  XVII,  XXI ;  Vergil’s  Aeneid.  The  Odyssey,  Iliad,  and 
Aeneid  should  be  read  in  English  translations  of  recognized  literary 
excellence. 

For  any  unit  of  this  group  a  unit  from  any  other  group  may 
be  substituted. 

II.  Shakespeare’s  Merchant  of  Venice,  Midsummer  Night’s 
Dream;  As  You  Like  It,  Twelfth  Night,  Henry  the  Fifth,  Julius 
Caesar. 

III.  Defoe’s  Robinson  Crusoe,  Part  I ;  Goldsmith’s  Vicar  of 
Wakefield;  either  Scott’s  Ivanhoe  or  Scott’s  Quentin  Durward; 
Hawthorne’s  House  of  the  Seven  Gables;  either  Dickens’  David 
Copperfield,  or  Dickens’  Tale  of  Two  Cities;  Thackeray’s  Henry 
Esmond;  Mrs.  Gaskell’s  Cranford;  George  Eliot’s  Silas  Marner; 
Stevenson’s  Treasure  Island. 

IV.  Bunyan’s  Pilgrim’s  Progress,  Part  1 ;  The  Sir  Roger  de 
Coverley  Papers  in  The  Spectator;  Franklin’s  Autobiography  (con 
densed)  ;  Irving’s  Sketch  Book;  Macaulay’s  Essays  on  Lord  Clive 
and  Warren  Hastings;  Thackeray’s  English  Humorists;  Selections 
from  Lincoln,  including  at  least  the  two  Inaugurals,  the  Speeches 
in  Independence  Hall  and  at  Gettysburg,  the  Last  Public  Address, 
and  Letter  to  Horace  Greeley,  along  with  a  brief  memoir  or  esti¬ 
mate;  Parkman’s  Oregon  Trail;  either  Thoreau’s  Walden  or  Hux¬ 
ley’s  Autobiography  and  selections  from  Lay  Sermons,  including 
the  addresses  on  Improving  Natural  Knowledge,  A  Liberal  Educa¬ 
tion,  and  A  Piece  of  Chalk;  Stevenson’s  Inland  Voyage  and  Travels 
With  a  Donkey. 

V.  Palgrave’s  Golden  Treasury  (First  Series),  Books  II  and 

*Each  unit  is  set  off  by  semicolons. 


Definitions  of  Entrance  Units 


7 


III,  with  especial  attention  to  Dryden,  Collins,  Gray,  Cowper,  and 
Burns ;  Gray’s  Elegy  in  a  Country  Churchyard  and  Goldsmith’s 
Deserted  Village;  Coleridge’s  Ancient  Mariner  and  Lowell’s  Vision 
of  Sir  Launfal;  Scott’s  Lady  of  the  Lake;  Byron’s  Childe  Harold, 
Canto  IV,  and  Prisoner  of  Chillon;  Palgrave’s  Golden  Treasury 
(First  Series),  Book  IV,  with  special  attention  to  Wordsworth, 
Keats,  and  Shelley;  Poe’s  Raven,  Longfellow’s  Courtship  of  Miles 
Standish,  and  Whittier’s  Snow-Bound ;  Macaulay’s  Lays  of  Ancient 
Rome  and  Arnold’s  Sohrab  and  Rustum;  Tennyson’s  Princess; 
Browning’s  Cavalier  Tunes,  The  Lost  Leader,  How  They  Brought 
the  Good  News  from  Ghent  to  Aix,  Home  Thoughts  from  Abroad, 
Home  Thoughts  from  the  Sea,  Incident  of  the  French  Camp, 
Herve  Riel,  Pheidippides,  My  Last  Duchess,  Up  at  a  Villa — Down 
in  the  City. 

b.  Study  —  This  part  of  the  requirement  is  intended  as  a  nat¬ 
ural  and  logical  continuation  of  the  student’s  earlier  reading,  with 
greater  stress  laid  upon  form  and  style,  the  exact  meaning  of  words 
and  phrases,  and  the  understanding  of  allusions.  For  this  close 
reading  are  provided  a  play,  a  group  of  poems,  an  oration,  and  an 
essay,  as  follows : 

II.  BOOKS  PRESCRIBED  FOR  STUDY. 

For  1912:  Shakespeare’s  Macbeth;  Milton’s  Comus,  L’ Allegro, 
and  II  Penseroso  or  Tennyson’s  Gareth  and  Lynette,  Launcelot 
and  Elaine,  and  The  Passing  of  Arthur;  Burke’s  Speech  on  Con¬ 
ciliation  with  America,  or  Washington’s  Farewell  Address  and 
Webster’s  First  Bunker  Hill  Oration;  Macaulay’s  Life  of  Johnson, 
or  Carlyle’s  Essay  on  Burns. 

For  1913,  1914  and  1915 : 

Shakespeare’s  Macbeth ;  Milton’s  L’ Allegro,  II  Penseroso,  and 
Comus  or  Tennyson’s  Gareth  and  Lynette,  Launcelot  and  Elaine, 
and  The  Passing  of  Arthur;  either  Burke’s  Speech  on  Conciliation 
with  America,  or  both  Washington’s  Farewell  Address,  and  Web¬ 
ster’s  First  Bunker  Hill  Oration;  either  Macaulay’s  Life  of  John¬ 
son,  or  Carlyle’s  Essay  on  Burns. 

[Text-books:  Scott  and  Denney’s  Elementary  Composition  and 
Composition-Literature,  or  equivalents.] 

HISTORY  (four  units) 

1.  Ancient  History,  with  special  reference  to  Greek  and  Ro¬ 
man  history  and  including  also  a  short  introductory  study  of  the 
more  ancient  nations  and  the  chief  events  of  the  early  middle  ages, 


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The  Ohio  State  University 


down  to  the  death  of  Charlemagne  (814).  [Botsford’s  Ancient 
History  for  Beginners,  or  West’s  Ancient  World,  or  Wolfson’s 
Essentials  in  Ancient  History,  or  an  equivalent.] 

2.  Mediaeval  and  Modern  European  History,  from  the  death 
of  Charlemagne  to  the  present  time.  [Adams’  European  History 
or  Harding’s  Essentials  in  Mediaeval  and  Modern  History,  Myers’ 
Mediaeval  and  Modern  History,  or  an  equivalent.] 

3.  English  History.  [Higginson  and  Channing’s  English 
History  for  Americans,  or  Walker’s  Essentials  in  English  History, 
or  Cheyney’s  Short  History  of  England,  or  an  equivalent.] 

4.  American  History,  or  American  History  and  Civil  Gov¬ 
ernment.  [McLaughlin’s  History  of  the  American  Nation,  or 
Montgomery’s  Student  American  History,  or  an  equivalent;  Ash¬ 
ley’s  American  Government,  or  an  equivalent.] 

The  periods  that  are  here  indicated  as  constituting  the  four 
units  were  recommended  by  the  Committee  of  Seven  of  the  Amer¬ 
ican  Historical  Association  in  their  report  to  the  Association  in 
1899.  The  full  report  is  published  under  the  title  “The  Study  of 
History  in  Schools.”  It  contains  suggestions  as  to  various  methods 
of  treating  these  periods,  and  gives  further  information  likely  to 
be  of  service  to  the  teacher.  A  short  course  of  one  year  in  general 
history  of  the  world  has  been  in  a  great  measure  abandoned  by  the 
schools,  because  it  does  not  give  the  opportunity  for  the  more 
concrete  study  and  for  the  training  in  historical  thinking  that  can 
be  obtained  from  the  more  intensive  work.  The  plan  of  continuing 
ancient  history  to  the  time  of  Charlemagne  or  the  establishment  of 
the  Holy  Roman  Empire  has  much  to  commend  it,  and  is  how 
adopted  in  many  schools.  Excellent  books  have  been  prepared 
which  will  enable  the  teachers  to  cover  the  field,  as  a  whole,  satis¬ 
factorily.  By  continuing  the  study  of  ancient  history  down  into  the 
early  middle  ages,  a  reasonable  adjustment  of  time  between  the 
earlier  and  later  periods  is  secured;  and  from  the  purely  historical 
as  well  as  the  pedagogical  point  of  view,  there  is  much  to  be  said 
in  favor  of  connecting  Roman  history  with  the  latter  times ;  the 
pupil  is  not  left  in  the  confusion  of  the  fallen  or  the  decadent  em¬ 
pire.  In  connection  with  a  year’s  work  in  American  history  much 
instruction  can  be  given  in  civil  government;  a  course  dwelling  on 
the  development  of  American  political  ideals  and  the  actual  work¬ 
ings  of  institutions  necesarily  gives  information  concretely  of  the 
present  governmental  forms  and  methods. 

No  definite  statement  need  be  made  concerning  the  mode  of 
teaching  or  the  apparatus  that  should  be  used.  But  it  may  be  said 
that  the  mere  learning  of  a  text  will  not  give  the  preparation  that 


Definitions  of  Entrance  Units 


9 


the  colleges  desire.  Happily  the  time  is  gone  when  teachers  are 
inclined  to  confine  their  classes  to  the  memorizing  of  a  single  text. 
Some  colleges  in  their  entrance  examination  expect  the  candidate 
to  present  notebooks  showing  the  amount  and  character  of  the  work 
done  in  the  schools.  It  is  desirable  that  notebooks  or  cards  should 
be  kept  as  a  record  of  the  work  done.  They  may  contain  copious 
extracts  from  primary  and  secondary  authorities,  references  to 
important  material,  sketch  maps  made  by  the  pupils  as  illustrations 
of  their  studies,  and  informal  notes  on  reading  that  has  been  done 
in  connection  with  the  course.  Such  work  is  necessary  if  the  his¬ 
torical  courses  are  to  give  their  best  educational  results.  Effort 
should  be  made  to  cultivate  the  power  of  handling  facts  and  of 
drawing  proper  inductions  from  data,  to  develop  the  faculty  of 
discrimination,  to  teach  the  pupils  the  use  of  books  and  how  to 
extract  substance  from  the  printed  page.  The  acquisition  of  in¬ 
formation  alone  cannot  be  the  chief  aim  of  any  school  work ; 
knowledge  of  how  to  acquire  information  and,  above  all,  some 
skill  in  putting  forth  what  one  knows  must  always  be  of  more 
than  secondary  importance;  history,  therefore,  should  be  taught  as 
a  disciplinary  and  educational  subject. 

The  teacher  of  history  in  the  secondary  school  should  have 
completed  a  four  year  college  course  or  the  equivalent.  He  should 
have  completed  courses  in  history  aggregating  at  least  twelve  hours 
for  one  year,  including  one  “intensive”  or  “research”  course.  In 
the  selection  of  these  courses,  at  least  three  fields  of  history  repre¬ 
sented  in  the  secondary  school  units  should  be  chosen.  It  is  also 
strongly  recommended  that  the  teacher  should  have  pursued  ele¬ 
mentary  courses  in  economics  and  political  science. 

The  school  library  or  an  accessible  public  library  should  be 
equipped  with  at  least  the  following  numbers  of  well-selected  books 
on  the  different  units:  Ancient  History,  25  volumes;  Mediaeval  and 
Modern  History,  each  25  volumes;  English  History,  50  volumes, 
and  United  States  History,  75  volumes. 

In  addition  to  a  good  text-book,  the  pupil  should  have  read  in 
connection  with  each  unit  of  History,  as  a  minimum,  the  following 
amounts  of  carefully  selected  collateral  material,  of  which  at  least 
one-fourth  should  be  source  material :  Ancient  History,  200  pp. ; 
Mediaeval  and  Modern  European  History,  each  150  pp. ; ;  English 
History,  300  pp. ;  American  History,  350  pp.  (It  is  understood 
that  Civics  is  additional.)  Especial  care  should  be  exercised  by  the 
teacher  in  testing  the  reports  on  outside  reading,  to  see  that  the 
best  results  are  obtained.  The  pupil  should  show  ability  also  in 
map  analysis  and  the  completion  of  outline  maps. 


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The  Ohio  State  University 


The  history  class-room  should  contain  standard  maps  and  the 
pupils  should  have  access  to  good  historical  atlases.  Photographs 
of  historic  scenes  ought  also  to  constitute  a  part  of  the  school 
equipment  for  the  use  of  the  teacher  of  history. 

MATHEMATICS  (three  and  one-half  units) 

a.  Three  chief  aims  should  be  set  for  instruction  in  mathe¬ 
matics  in  the  secondary  school. 

1.  To  inspire  and  facilitate  the  acquisition  of  knowledge  in  an 
important  field  of  human  thought,  mathematics  is  necessary  to  the 
comprehension  and  mastery  of  nature. 

2.  To  develop  the  ability  to  apply  this  knowledge  to  practical 
and  theoretical  investigations. 

3.  To  develop  and  strengthen  the  ability  to  perceive  exact 
relations  and  to  make  inferences  correctly;  the  teacher’s  constant 
aim  should  be  to  train  the  pupil  to  think  and  to  formulate  clearly 
the  results  of  his  thinking. 

b.  We  may  reasonably  expect  of  students  completing  a  high 
school  course  and  presenting  themselves  for  admission  to  college : 

1.  A  fair  degree  of  accuracy  and  rapidity  in  calculations,  and 
a  fair  knowledge  of  the  applications  of  numbers  to  the  solution  of 
the  common  problems  of  life. 

2.  A  fair  degree  of  skill  in  making  algebraic  transformations. 

3.  The  ability  to  use  the  equation  as  an  instrument  in  the 
solution  of  problems. 

4.  The  ability  to  interpret  algebraic  results. 

5.  A  fair  comprehension  of  what  constitutes  a  proof  in  math¬ 
ematics. 

6.  A  good  knowledge  of  the  facts  of  elementary  algebra,  and 
plane  and  solid  geometry. 

c.  We  recognize  the  fact  that  the  students  of  the  last  high 
school  year,  because  of  their  greater  maturity,  have  much  more 
ability  to  grasp  the  abstract  thinking  of  mathematics  than  do  stu¬ 
dents  of  the  first  year.  The  material  offered  in  the  courses  and 
the  methods  of  instruction  should  be  determined  with  this  in  view. 
At  first  the  simpler  and  more  concrete  ideas  of  the  subject  should 
be  dealt  with.  In  later  stages,  more  complicated  mechanical  work 
and  formal  theory  should  be  introduced  gradually. 

d.  The  units,  by  title,  shall  be : 

1.  Algebra,  first  course,  1  unit. 

2.  Plane  Geometry,  1  unit. 

3a.  Algebra,  \  unit. 


Definitions  of  Entrance  Units  11 

3b.  Solid  Geometry,  £  unit. 

4.  Plane  Trigonometry,  £  unit. 

It  is  becoming  more  and  more  evident  that  a  change  in  the 
arrangement  of  the  subject  matter  involved  in  the  units  named 
above  is  desirable.  Many  schools  are  offering  courses  in  mathe¬ 
matics  which  cover  in  effect  the  equivalent  of  the  courses  named, 
but  with  the  subjects  somewhat  intermingled.  This  Committee  will 
have  more  to  say  on  this  subject  in  a  later  report. 

Under  any  arrangement,  arithmetic,  algebra,  geometry  and 
trigonometry  should  be  regarded  and  treated  as  different  phases  of 
one  and  the  same  great  subject,  mathematics.  The  geometrical,  the 
arithmetical,  algebraic  and  physical  phases  of  mathematics  should 
be  presented,  as  far  as  possible,  from  the  beginning  to  the  end  of 
the  secondary  course.  Much  can  be  done  in  this  direction  by  em¬ 
ploying  geometrical  methods  in  algebra  and  by  using  algebraic  pro¬ 
cesses  in  geometry.  Numerous  examples  taken  from  physics  and 
problems  illustrated  graphically  and  taken  from  any  source  what¬ 
ever  may  be  advantageously  employed. 

e.  The  algebra  required  for  entrance  to  college  should  include 
the  following  topics  (no  significance  to  be  attached  to  the  order 
given  here)  : 

1.  The  fundamental  laws  of  algebra. 

2.  The  general  view  of  algebraic  number. 

3.  The  four  fundamental  operations  as  applied  to  integral 
fractional  and  irrational  expressions. 

4.  Factoring. 

5.  Binomial  theorem  for  positive  integral  exponents. 

6.  Solution  of  equations  in  one  variable — including  simple 
quadratic,  fractional,  and  irrational  equations. 

7.  Solution  of  systems  of  equations  in  two  variables;  includ¬ 
ing  linear  system,  linear-quadratic  system  and  a  few  of  the  quad¬ 
ratic  systems  that  occur  more  frequently  in  practice. 

8.  Ratio  and  proportion. 

9.  The  statement  and  solution  of  problems. 

It  is  recommended  that  this  unit  and  a  half  be  divided  into 
two  portions,  an  elementary  course :  Algebra  1,  to  be  given  in  the 
first  year  of  high  school,  and  a  more  advanced  course  to  be  given 
after  the  course  in  plane  geometry  in  the  third  or  fourth  year. 

The  following  suggestions  are  made  as  to  the  character  of 
these  courses: 

Algebra  I  should  deal  with  the  simpler  portions  of  the  topics 


12 


The  Ohio  State  University 


named,  with  the  exception  of  the  greater  portion  of  7,  which 
should  be  treated  in  Algebra  3a. 

Omit  complicated  forms  of  parentheses,  fractions,  irrationals, 
types  of  factoring  and  equations.  The  aim  should  be  a  training  in 
algebra  as  a  method  of  thinking  rather  than  as  an  exercise  in  the 
manipulation,  of  complicated  expressions.  Ideas  and  methods 
should  grow  out  of  the  pupil’s  knowledge  of  arithmetic  and  the 
relations  of  common  experience.  The  traditional  order  of  topics 
is  not  to  be  commended.  Emphasis  should  be  placed  on  the 
equation  as  a  means  of  solving  problems,  other  topics  contributing 
assistance  as  the  need  arises.  The  equation  should  be  used  at  the 
very  beginning,  as  it  is  of  paramount  importance  throughout  the 
course. 

The  second  course,  3a,  should  be  a  more  systematical  and 
scholarly  consideration  of  the  ground  already  covered  and  an  exten¬ 
sion  of  ideas  to  more  complicated  expressions.  The  pupil  is  now 
more  mature  and  is  better  able  to  do  abstract  thinking.  This  is 
the  time  to  acquaint  him  with  the  nature  of  algebraic  reasoning 
and  to  arouse  within  him  some  appreciation  of  algebra  as  a 
science.  By  the  time  he  has  finished  this  course,  he  should  have 
acquired  that  facility  in  the  use  of  algebraic  expressions  which  is 
so  essential  to  further  study  of  mathematics.  A  mastery  of  the  fun¬ 
damentals  of  theory  and  practice  must  be  insisted  upon. 

In  plane  geometry  it  is  suggested  that  a  clearer  conception  of 
geometrical  reasoning  and  a  firmer  grasp  upon  geometrical  facts 
can  be  acquired  by  a  thorough  consideration  of  a  small  number 
of  theorems  than  by  a  hurried  glance  at  a  larger  number.  It 
is  therefore  recommended  that  the  more  important  theorems  be 
emphasized  and  that  the  less  important  be  omitted  or  passed  over 
without  proof.  It  is  suggested  that  teachers  be  free  to  assume  the 
truth  of  some  of  the  most  evident  theorems  at  first.  Proof  may 
be  given  later  if  desired.  The  original  demonstration  of  theorems 
is  of  the  utmost  importance.  The  use  of  exercises  involving 
algebraic  and  numerical  applications  is  to  be  encouraged.  The 
habit  of  giving  accurate  definitions,  the  perception  of  what  con¬ 
stitutes  a  demonstration  of  truth,  confidence  in  one’s  own  power 
of  correct  reasoning  and  the  ability  to  discover  geometrical  rela¬ 
tions  are  of  more  importance  than  the  ability  to  recall  the  demon¬ 
stration  of  a  large  number  of  theorems.  It  would  be  well  to  omit 
the  theory  of  limits  and  incommensurable's  from  this  course. 

Solid  Geometry,  3b,  should  comprise  the  usual  topics  given  in 
texts.  Here,  too,  there  should  be  a  centering  of  attention  upon  the 


Definitions  of  Entrance  Units 


13 


more  important  theorems.  More  emphasis  should  be  placed  on 
mensuration. 

It  may  be  desirable  in  some  schools  to  re-arrange  the  ma¬ 
terial  of  courses  2  and  3b  so  that  course  2  should  include  the 
elements  of  both  plane  and  solid  geometry,  leaving  to  course  3b 
the  more  difficult  phases  of  the  subject. 

Plane  Trigonometry,  4,  should  include  the  definitions  and 
relations  of  the  six  trigonometrical  functions  as  ratios,  the  theory 
of  logarithms  and  use  of  tables,  the  proof  of  important  formulae 
and  considerable  practice  in  trigonometric  transformations ;  the 
solution  of  right  and  oblique  triangles. 

LATIN  (four  units) 

In  Latin  the  commission  adopts  the  first  two  units  as  defined 
by  the  American  Philological  Association,  and  the  third  and  fourth 
units  as  defined  by  the  College  Entrance'  Examination  Board. 

1.  Latin  Lessons,  accompanied  from  an  early  stage  by  the 
reading  of  very  simple  selections.  Easy  reading;  twenty  to  thirty 
pages  of  consecutive  text. 

In  all  written  exercises  the  long  vowels  should  be  marked,  and 
in  all  oral  exercises  pains  should  be  taken  to  make  the  pronuncia¬ 
tion  conform  to  the  quantities. 

The  student  should  be  trained  from  the  beginning  to  grasp 
the  meaning  of  the  Latin  before  translating,  and  then  to  render 
into  idiomatic  English;  and  should  be  taught  to  read  Latin  aloud 
with  intelligent  expression. 

2.  Selections  from  Caesar's  Gallic  War  equivalent  in 
amount  to  four  books;  selections  from  other  prose  writers,  such  as 
Nepos,  may  be  taken  as  a  substitute  for  an  amount  up  to,  but  not 
exceeding,  two  books. 

The  equivalent  of  at  least  one  period  a  week  in  prose  composi¬ 
tion  based  on  Caesar. 

Reading  aloud  and  translating,  together  with  training  in  cor¬ 
rect  methods  of  apprehending  the  author’s  meaning,  both  prepared 
and  unprepared  passages  being  used  as  material.  The  memorizing 
of  selected  passages. 

3.  4.  Cicero.  Any  six  orations  from  the  following  list,  but 
preferably  the  first  six  mentioned : 

The  four  orations  against  Catiline,  Archias,  the  Manilian 
Law,  Marcellus,  Roscius,  Milo,  Sestius,  Ligarius,  the  fourteenth 

Philippic. 

Vergil.  The  first  six  books  of  the  Aeneid. 


14 


The  Ohio  State  University 


The  equivalent  of  at  least  one  period  a  week  in  prose  composi¬ 
tion  based  on  Cicero. 

Note — In  place  of  a  part  of  Cicero  an  equivalent  of  Sallust’s 
Catiline,  and  in  place  of  a  part  of  Vergil  an  equivalent  of  Ovid 
will  be  accepted. 

GREEK  (three  units) 

In  Greek  the  definitions  of  the  three  units  of  the  Philological 
Association  are  adopted. 

1.  Introductory  Lessons  :  Xenophon’s  Anabasis  (20  to  30 
pages).  Practice  in  reading  at  sight  and  in  writing  Greek.  Sys¬ 
tematic  study  of  grammar  begun. 

2.  Xenophon’s  Anabasis  (continued),  either  alone  or  with 
other  Attic  prose  (75  to  120  pages).  Practice  in  reading  at  sight, 
systematic  study  of  grammar,  thorough  grammatical  review,  and 
practice  in  writing  Greek,  both  based  on  study  of  Books  I  and  II 
of  the  Anabasis. 

3.  Homer  (2,500  to  4,000  lines)  :  e.  g.,  Iliad  I-III  (omitting 
II,  494-end),  and  VI-VIII.  Attic  prose  (33  to  40  pages),  with 
practice  in  writing  Greek,  grammar,  practice  reading  at  sight. 

GERMAN  (four  units) 

1.  During  the  first  year  the  work  should  comprise:  (a)  Care¬ 
ful  and  persistent  drill  upon  connected  pronunciation ;  (b)  The 
memorizing  and  frequent  repetition  of  easy  colloquial  sentences ;  (c) 
Drill  upon  the  rudiments  of  grammar,  viz.,  upon  word  order,  the 
inflection  of  the  articles,  of  such  nouns  as  belong  to  the  language 
of  everyday  life,  of  adjectives,  pronouns,  weak  verbs,  and  the  more 
usual  strong  verbs ;  also  upon  the  use  of  the  more  common  prepo¬ 
sitions,  the  simpler  uses  of  the  modal  auxiliaries,  and  the  elemen¬ 
tary  rules  of  syntax;  (d)  Abundant  easy  exercises  designed  not 
only  to  fix  in  mind  the  forms  and  principles  of  grammar,  but  also 
to  cultivate  readiness  in  the  reproduction  of  natural  forms  of  ex¬ 
pression;  (e)  The  reading  of  from  50  to  100  pages  of  graduated 
texts  from  a  reader  or  other  text,  with  constant  practice  in  trans¬ 
lating  into  German  easy  variations  upon  sentences  selected  from 
the  reading  lesson  (the  teacher  giving  the  English).  Besides  parts 
of  readers  available  for  first  year’s  class-work,  good  selections  may 
be  made  from  Muller  und  Wenckebach’s  Gluck  Auf ;  Kern’s 
(Grimm’s)  German  Stories  Retold;  Guerber’s  Marchen  and  Er- 
zahlungen;  Seligmann’s  Altes  and  Neues. 

It  will  be  found,  however,  that  the  work  outlined  ahove, 


Definitions  of  Entrance  Units 


15 


can  be  done  successfully  only  when  the  students  of  the  class  are 
either  fairly  mature  (say,  in  the  eleventh  or  twelfth  grade),  or 
have  had  some  previous  language  training.  It  is  only  to  such  that 
the  full  reading  requirements  can  profitably  be  made  to  apply  as  a 
part  of  the  first  year’s  work.  The  chief  consideration  in  thorough¬ 
ness  and  accuracy,  is  to  put  the  student  upon  firm  and  sure  ground, 
and  never  to  give  up  what  has  already  been  gained. 

2.  During  the  second  year  the  work  should  comprise :  (a) 

The  reading  of  from  150  to  200  pages  of  suitable  texts  in  the  form 
of  easy  stories  and  plays;  (b)  Accompanying  practice,  as  before, 
in  the  translation  into  German  and  easy  variations  upon  the  matter 
read;  (c)  Continued  drill  upon  the  essentials  of  the  grammar, 
directed  to  the  ends  of  enabling  the  pupil,  first  to  use  his  knowl¬ 
edge  with  facility  in  the  formation  of  sentences  and  secondly,  to 
state  his  knowledge  correctly  in  the  technical  language  of  grammar. 

Reading  material  suitable  for  the  elementary  course,  other  than 
that  already  mentioned,  can  be  selected  from  the  following  list : 
Andersen’s  Marchen  and  Bilderbuch  ohne  Bilder;  Weidermann’s 
Biblische  Gerschichten ;  Arnold’s  Fritz  auf  Ferien;  Baumbach’s 
Die  Nonna  and  Der  Schwiegersohn ;  Gerstaecker’s  Germelshausen ; 
Heyse’s  L’Arrabbiata,  Das  Madchen  von  Treppi,  Die  Blinden.; 
Storm’s  Immensee  and  Geschichten  aus  der  Tonne,  in  St.  Jurgen; 
Auerbach’s  Brigitta;  Keller’s  Legenden;  Fulda’s  Under  vier 
Augen ;  Wildenbruch’s  Der  Letzte,  or,  Das  edle  Blut;  Frommel’s 
Eingeschneit ;  Seidel’s  Aus  Goldnen  Tagen;  Zschokke’s  Der  zer- 
brochene  Krug;  Bliithgen’s  Das  Peterle  von  Niirnberg;  Bacon's 
Im  Vaterland;  Mosher’s  Wilkommen  in  Deutschland;  Lambert’s 
Autagliches. 

The  net  results  of  the  first  two  years  of  a  high  school  German 
course  should  be :  (a)  A  correct  and  ready  pronunciation ;  (b) 

A*  ready,  exact,  and  fairly  complete  working  knowledge  of  gram¬ 
mar,  especially  on  the  formal  (inflectional)  side;  (c)  At  least 
some  ability  to  speak  and  understand  the  foreign  spoken  language; 
(d)  A  better  understanding  of  the  grammatical  structure  of  the 
English  language;  (e)  The  reading  of  some  200-250  pages  of  suit¬ 
able  texts  and  the  mastery  of  the  fundamental  facts  of  the  lan¬ 
guage  involved  and  illustrated  in  them;  (f)  The  acquisition  of  a 
fair  working  vocabulary,  involving  the  full  mastery  of  some  80 
per  cent  of  the  words  occurring  in  the  texts  read  and  worked  over; 
(g)  Ready  familiarity  with  ordinary  or  common  idiomatic  phrases 
or  other  expressions,  such  as,  es  tut  mir  leid,  Sie  haben  recht, 
nehmen  Sie  sich  in  acht,  wo  hat  er  das  her?  etc.  (h)  The 
ability  to  understand  and  translate  (with  the  help  of  a  vocabulary 


16  The  Ohio  State  University 

for  uncommon  terms)  from  German  into  English  texts  of  similar 
degree  of  difficulty  as  the  one  worked  over  in  class. 

In  words  of  one  of  the  high  school  manuals,  “The  ideals  of 
enabling  the  student  eventually  to  read  German  literature  in 
German  without  translating  should  be  ever  before  the  teacher. 

. Modern  German  literature  is  so  rich  in  novelis- 

tic,  dramatic,  historical,  and  lyrical  productions  of  a  high  order 
that,  even  for  the  more  elementary  classes,  good  literary  selections 
may  be  found  well  suited  to  the  age  and  preparation  of  high 
school  students.  If  this  principle  be  strictly  observed,  the  Ger¬ 
man  instruction  will  gain  enormously  in  dignity  and  interest,  and 
will  greatly  extend  the  range  of  knowledge  and  the  culture  of  the 
student.” 

3.  The  work  of  the  third  year  should  comprise :  (a)  A  thor¬ 
ough  and  systematic  review  of  the  fundamental  facts  of  grammar 
in  connection  with  suitable  practice  in  composition.  A  text-book, 
such  as  Harris’,  Wesselhoeft’s  or  Pope’s  German  Composition, 
should  be  used  for  this  purpose.  Neither  the  teacher  nor  the  pupil 
should  trust  himself  to  the  process  of  merely  “incidental”  gram¬ 
mar  and  composition  exercises.  At  least  two  recitation  periods 
per  week  should  be  devoted  to  this  purpose,  (b)  The  reading  of 
some  800-400  pages  of  moderately  difficult  prose.  A  selection  may 
be  made  from  the  following  texts:  Ebner-Eschenbach’s  Die  Frei- 
herren  von  Gemperlein;  Freytag’s  Die  Journalisten  or  Bilder  aus 
der  deutschen  Vergangenheit — for  example,  Karl  der  Grosse,  Aus 
den  Kreuzziigen,  Dokter  Luther,  Aus  den  Jahrhundert  des  grossen 
Kriegs,  Aus  dem  Staat  Friedrich’s  des  Grossen;  Gertstaecker’s 
Irrfahrten;  Meyer’s  Der  Schusz  von  der  Kanzel;  Goethe’s  Her¬ 
mann  and  Dorothea ;  Hoffman’s  Historische  Erzahlungen ;  Lessing’s 
Minna  von  Barnhelm;  Meyer’s  Gustav  Adolf’s  Page;  Moser’s 
Der  Bibliothekar ;  Riehl’s  Novellen — for  example,  Burg  Neideck, 
Der  Fluch  der  Schonheit,  Der  stumme  Ratsherr,  Das  Spielmanns- 
kind;  Rosegger’s  Waldheimat;  Schiller’s  Wilhelm  Tell,  Die  Jung¬ 
frau  von  Orleans,  Das  Lied  von  der  Glocke;  Sudermann’s  Frau 
Sorge;  selections  from  the  poems  of  Uhland,  Heine,  Schiller, 
Goethe,  etc. 

4.  The  work  of  the  fourth  year  should  comprise  the  reading 
of  about  five  hundred  pages  of  good  literature  in  prose  and  poetry, 
reference  readings  upon  the  lives  and  work  of  the  great  writers 
studied,  the  writing  in  German  of  numerous  short  themes  upon 
assigned  subjects,  independent  translation  of  English  into  German. 
Favored  texts  seem  to  be :  Goethe’s  Sessenheim,  Dichtung  und 
Wahrheit,  Egmont,  Iphigenie;  Schiller’s  Maria  Stuart;  Lessing’s 


Definitions  of  Entrance  Units 


i  7 


Minna  von  Barnhelm;  Kleist’s  Michael  Kohlhaas,  Prinz  von  Hom- 
burg;  Fulda’s  Der  Talisman,  Das  Verlorene  Paradies;  Grillparzer’s 
Der  Traum  ein  Leben,  Sappho;  Ludwig’s  Zwischen  Himmel  und 
Erde;  Hebbel’s  Agnes  Bernauer;  Scheffel’s  Ekkehard;  Hauff’s 
Lichtenstein. 

The  nature  and  scope  of  the  fourth  year’s  work  may  well  be 
left  to  the  direction  of  the  authorities  issuing  the  several  high  school 
manuals,  and  to  those  in  immediate  charge  of  these  advanced 
courses.  It  is  possible  that  even  here  many  teachers  will  feel  the 
necessity  of  insisting  upon  the  more  formal  aspects  of  the  problem, 
others  may  feel  that  the  advancement  and  maturity  of  the  class  will 
warrant  a  sympathetic  and  systematic  study  of  literature  proper. 

FRENCH  (four  units) 

The  definitions  of  the  four  units  in  French  are  those  recom¬ 
mended  by  the  Committee  of  Twelve  of  the  Modern  Language 
Association  of  America. 

1.  During  the  first  year  the  work  should  comprise:  (a)  Care¬ 
ful  drill  in  pronounciation ;  (b)  the  rudiments  of  grammar,  includ¬ 
ing  the  inflection  of  the  regular  and  the  more  common  irregular 
verbs,  the  plural  of  nouns,  the  inflection  of  adjectives,  participles, 
and  pronouns;  the  usd  of  personal  pronouns,  common  adverbs, 
prepositions,  and  conjunctions;  the  order  of  words  in  the  sentence, 
and  the  elementary  rules  of  syntax;  (c)  abundant  easy  exercises, 
designed  not  only  to  fix  in  the  memory  the  forms  and  principles  of 
grammar,  but  also  to  cultivate  readiness  in  the  reproduction  of 
natural  forms  of  expression;  (d)  the  reading  of  from  100  to  175 
duodecimo  pages  of  graduated  texts,  with  constant  practice  in 
translating  into  French  easy  variations  of  the  sentences  read  (the 
teacher  giving  the  English),  and  in  reproducing  from  memory 
sentences  previously  read;  (e)  writing  French  from  dictation. 

2.  During  the  second  year  the  work  should  comprise:  (a) 
the  reading  of  from  250  to  400  pages  of  easy  modern  prose  in  the 
form  of  stories,  plays,  or  historical  or  biographical  sketches;  (b) 
constant  practice,  as  in  the  previous  year,  in  translating  into 
French  easy  variations  upon  the  texts  read ;  (c)  frequent  abstracts, 
sometimes  oral  and  sometimes  written,  of  portions  of  the  text 
already  read;  (d)  writing  French  from  dictation;  (e)  continued 
drill  upon  the  rudiments  of  grammar,  with  constant  application  in 
the  construction  of  sentences;  (f)  mastery  of  the  forms  and  use 
of  pronouns,  pronominal  adjectives,  of  all  but  the  rare  irregular 
verb  forms,  and  of  the  simpler  uses  of  the  conditional  and  sub¬ 
junctive. 


i8 


The  Ohio  State  University 


Suitable  texts  for  the  second  year  are:  About’ s  Le  Roi  des 
montagnes,  Bruno’s  Le  Tour  de  la  France,  Daudet’s  easier  short 
tales,  La  Bedolliere’s  La  Mere  Michel  et  son  chat,  Erckmann- 
Chatrian’s  stories,  Foa’s  Contes  biographiques  and  Le  Petit  Robin¬ 
son  de  Paris,  Foncin’s  Le  Pays  de  France,  Labiche  and  Martin’s 
La  Poudre  aux  yeux  and  Le  Voyage  de  M.  Perrichon,  Legouve 
and  Labiche’s  La  Cigale  chez  les  fourmis,  Malot’s  Sans  famille, 
Mairet’s  La  Tache  du  petit  Pierre,  Merimee’s  Colomba,  extracts 
from  Michelet,  Sarcery’s  Le  Siege  de  Paris,  Verne’s  stories. 

3.  The  work  of  the  third  year  should  comprise  the  reading  of 
from  400  to  600  pages  of  French  of  ordinary  difficulty,  a  portion  to 
be  in  the  dramatic  form;  constant  practice  in  giving  French  para¬ 
phrases,  abstracts  or  reproductions  from  memory  of  selected  por¬ 
tions  of  the  matter  read;  the  study  of  a  grammar  of  moderate 
completeness;  writing  from  dictation. 

Suitable'  texts  are:  About’s  stories,  Augier  and  Sandeau’s  Le 
Gendre  M.  Poirier,  Beranger’s  poems,  Corneille’s  Le  Cid  and 
Horace,  Coppee’s  poems,  Daudet’s  La  Belle-Nivernaise,  La  Brete’s 
Mon  oncle  et  mon  cure,  Madame  de  Sevigne’s  letters,  Hugo’s  Her- 
nani  and  La  Chute,  Labiche’s  plays,  Loti’s  Pecheur  d’Islande,  Mig- 
net’s  historical  writings,  Moliere’s  L’Avare  and  Le  Bourgeois 
Gentilhomme,  Racine’s  Athalie,  Andromaque,  and  Esther,  George 
Sand’s  plays  and  stories,  Sandeau’s  Mademoiselle  de  la  Seigliere, 
Scribe’s  plays’  Thierry’s  Recits  des  temps  merovingiens,  Thiers’ 
L’Expedition  de  Bonaparte  en  Egypte,  Vigny’s  La  Canne  de  jonc, 
Voltaire’s  historical  writings. 

4.  The  work  of  the  fourth  year  should  comprise  the  reading 
or  from  600  to  1,000  pages  of  standard  French,  classical  and 
modern,  only  difficult  passages  being  explained  in  the  class ;  the 
writing  of  numerous  short  themes  in  French;  the  study  of  syntax. 

Suitable  reading  matter  will  be :  Beaumarchais’s  Barbier  de 
Seville ;  Corneille’s  dramas ;  the  elder  Dumas’s  prose  writings ;  the 
younger  Dumas’s  La  Question  d’argent;  Hugo’s  Ruy  Bias,  lyrics 
and  prose  writings;  La  Fontaine’s  fables;  Lamartine’s  Graziella; 
Marivaux’s  plays;  Moliere’s  plays;  Musset’s  plays  and  poems; 
Pellissier’s  Mouvement  litteraire  au  XIXe  siecle;  Renan’s  Sou¬ 
venirs  d’enfance  et  de  jeunesse;  Rousseau’s  writings;  Sainte- 
Beuve’s  essays;  Taine’s  Origines  de  la  France  contemporaine ;  Vol¬ 
taire’s  writings ;  selections  from  Zola,  Maupassant,  and  Balzac. 

SPANISH  (four  units) 

In  Spanish  the  commission  adopts  the  definitions  of  the  two 
units  of  the  College  Entrance  Examination  Board,  which  are  in 


Definitions  of  Entrance  Units 


19 


close  harmony  with  the  definitions  of  French  of  the  Modern  Lan¬ 
guage  Association. 

1.  During  the  first  year  the  work  should  comprise:  (a)  Care¬ 
ful  drill  in  pronunciation ;  (b)  the  rudiments  of  grammar,  in¬ 
cluding  the  conjugation  of  the  regular  and  the  more  common  irregu¬ 
lar  verbs,  the  inflection  of  nouns,  adjectives  and  pronouns,  and  the 
elementary  rules  of  syntax;  (c)  exercises  containing  illustrations 
of  the  principles  of  grammar;  (d)  the  reading  and  accurate  ren¬ 
dering  into  good  English  of  from  100  to  175  duodecimo  pages  of 
graduated  texts,  with  translation  into  Spanish  of  easy  variations  of 
the  sentences  read;  (e)  writing  Spanish  from  dictation. 

2.  During  the  second  year  the  work  should  comprise :  (a) 
the  reading  of  from  250  to  400  pages  of  modern  prose  from  dif¬ 
ferent  authors;  (b)  practice  in  translating  Spanish  into  English, 
and  English  variations  of  the  text  into  Spanish ;  (c)  continued 
study  of  the  elements  of  grammar  and  syntax;  (d)  mastery  of  all 
but  the  rare  irregular  verb  forms  and  of  the  simpler  uses  of  the 
modes  and  tenses;  (e)  writing  Spanish  from  dictation;  (f)  mem¬ 
orizing  of  easy  short  poems. 

Suitable  texts  for  the  second  year  are:  Valera’s  El  Pajaro 
verde;  Alarcon’s  El  Final  de  Norma;  Valde’s  Jose;  Galdos’s 
Marianela;  Parde  Isla’s  version  of  Gil  Bias;  Carrion  and  Aza’s 
Zaragueta. 

3.  In  addition  to  the  above,  applicants  must  have  had  a  third 
year  of  instruction,  and  should  be  able  to  read  at  sight  ordinary 
Spanish  prose  or  simple  poetry,  to  translate  into  Spanish  a  con¬ 
nected  passage  of  English  based  on  the  text  read,  and  to  answer 
questions  involving  an  adequate'  knowledge  of  syntax. 

4.  In  addition,  applicants  must  have  had  a  fourth  year  of 
instruction,  and.  should  be  able  to  read  at  sight,  with  the  help  of 
a  vocabulary  of  special  or  technical  expressions,  difficult  Spanish, 
whether  prose  or  poetry;  to  write  in  Spanish  a  short  essay  on  some 
simple  subject  connected  with  the  works  read;  to  put  into  Spanish 
a  passage  of  easy  English  prose,  and  to  carry  on  a  simple  con¬ 
versation  in  Spanish. 


PHYSICS  (one  unit) 

1.  The  unit  in  physics  consists  of  at  least  one  hundred  and 
eighty  periods  of  forty-five  minutes  each  (equal  to  135  hours)  of 
assigned  work.  Two  periods  of  laboratory  work  count  as  one  of 
assigned  work. 

2.  The  work  consists  of  three  closely  related  parts,  namely, 


20 


The  Ohio  State  University 


class  work,  lecture-demonstration  work,  and  laboratory  work.  At 
least  one-fourth  of  the  time  shall  be  devoted  to  laboratory  work. 

3.  It  is  very  essential  that  double  periods  be  arranged  for  the 
laboratory  work. 

4.  The  class  work  includes  the  study  of  at  least  one  standard 
text. 

5.  In  the  laboratory  each  student  shall  perform  at  least  thirty 
individual  experiments,  and  keep  a  careful  note-book  record  of 
them.  Twenty  of  these  experiments  must  be  quantitative;  each  of 
these  must  illustrate  an  important  physical  principle  which  is  one 
of  the  starred  topics  in  the  syllabus  of  required  topics,  and  no 
two  must  illustrate  the  same  principle. 

6.  In  the  class  work  the  student  must  be  drilled  to  an  under¬ 
standing  of  the  use  of  the  general  principles  which  make  up  the 
required  syllabus.  He  must  be  able  to  apply  these  principles  in¬ 
telligently  to  the  solution  of  simple,  practical,  concrete  problems. 

7.  Examinations  will  be  framed  to  test  the  students  under¬ 
standing  of  and  ability  to  use  the  general  principles  in  the  re¬ 
quired  syllabus,  as  indicated  in  6. 

8.  The  teacher  is  not  expected  to  follow  the  order  of  topics 
in  the  syllabus  unless  he  wishes  to  do  so. 

SYLLABUS  OF  REQUIRED  TOPICS. 

The  list  of  required  topics  is  not  intended  to  include  all  the 
material  for  the  year’s  work.  It  is  purposely  made  short,  in  order 
that  each  teacher  may  be  free  to  supplement  it  in  a  way  that  fits 
his  individual  environment.  It  does  include  those  topics  which  all 
agree  are  essential  to  a  first  course  in  physics,  and  which  are  cap¬ 
able  of  comprehension,  at  least  to  the  extent  specified  in  number  6 
of  the  definition  of  the  unit,  by  boys  and  girls  of  high  school  age 
(*1)  Weight,  center  of  gravity;  (*2)  Density;  (*3)  Parallelo¬ 
gram  of  forces;  (4)  Atmospheric  pressure;  barometer;  (*5) 
Boyle’s  law;  (6)  Pressure  due  to  gravity  in  liquids  with  a  free 
surface;  varying  depth,  density,  and  shape  of  vessel;  (*7)  Buoy¬ 
ancy;  Archimedes’  principle;  (*8)  Pascal’s  law;  hydraulic  press; 
(9)  Work  as  force  times  distance,  and  its  measurement  in  foot¬ 
pounds  and  gram-centimeters;  (10)  Energy  measured  by  work; 
(*11)  Law  of  machines;  work  obtained  not  greater  than  work  put 
in;  efficiency;  (*12)  Inclined  plane;  (*13)  Pulleys,  wheel  and  axle; 
(*14)  Measurement  of  moments  by  the  product  of  force  times 
arm;  levers;  (15)  Thermometers:  Fahrenheit  and  Centigrade 
scales;  (16)  Heat  quantity  and  its  measurement  in  gram  calories; 


Definitions  of  Entrance  Units 


21 


(*17)  Specific  heat;  (*18)  Evaporation;  heat  of  vaporization  of 
water;  (*19)  Dew  point;  clouds  and  rain;  (*20)  Fusion  and  solid; 
ification;  heat  of  fusion;  (21)  Heat  transference  by  conduction 
and  convection;  (22)  Heat  transference  by  radiation;  (23)  Qual¬ 
itative  description  of  the  transfer  of  energy  by  waves ;  (24) 
Wave  length  and  period  of  waves;  (25)  Sound  originates  as  a 
vibrating  body  and  is  transmitted  by  waves  in  air;  (*26)  Pitch  and 
period  of  sound ;  (*27)  Relation  between  the  wave  length  of  a  tone 
and  the  length  of  a  string  or  organ  pipe;  (*28)  Resonance;  (29) 
Beats;  (30)  Rectilinear  propagation  of  light;  pin-hole  camera; 
(*31)  Reflection  and  its  laws;  image  in  a  plane  mirror;  (*32)  Re¬ 
fraction,  and  its  use  in  lenses;  the  eye,  the  camera;  (*33)  Prisms 
and  dispersion;  (34)  Velocity  of  light;  (35)  Magnetic  attractions 
and  repulsions;  (*36)  Field  of  force  about  a  magnet;  (37)  The 
earth  a  magnet;  compass;  (38)  Electricity  by  friction;  (39)  Con¬ 
ductors  and  insulators;  (*40)  Simple  galvanic  cell;  (*41)  Elec¬ 
trolysis;  definition  of  the  ampere;  (*42)  Heating  effects;  resist¬ 
ance;  definition  of  the  ohm;  (*43)  Ohm’s  law;  definition  of  the 
volt;  (*44)  Magnetic  field  about  a  current  electromagnet;  (*45) 
Electromagnetic  induction;  (*46)  Simple  alternating  current  dyn¬ 
amo  of  one  loop;  (*47)  Electromagnetic  induction  by  breaking  a 
circuit;  primary  and  secondary;  (48)  Conservation  of  energy. 

[A  text-book  should  be  used  as  a  basis  for  the  class-room 
work.  Millikan  and  Gale,  Carhart  and  Chute  (“Elements”),  Mann 
and  Twiss,  Hall  and  Bergen,  Adams,  are  suitable  texts.  Many 
problems  should  be  assigned  for  solution.  Ordinarily,  a  separate 
laboratory  manual  (Millikan  and  Gale  or  Cheston,  Dean,  and  Tim¬ 
merman,  or  equivalent)  should  be  used.] 

CHEMISTRY  (one  unit) 

Text-books:  McPherson  and  Henderson’s  Elementary  Study 
of  Chemistry,  together  with  the  Exercises  in  Chemistry  arranged 
to  accompany  the  same,  or  the  equivalent.  The  course  should  con¬ 
sist  of  at  least  three  recitations  and  four  hours  of  laboratory  work 
weekly  throughout  the  year. 

It  is  of  the  greatest  importance  that  the  student  should  thor¬ 
oughly  grasp  the  general  elementary  principles  of  the  science  rather 
than  spend  time  in  simply  acquiring  detailed  information  in  regard 
to  substances.  Great  care  should  be  taken  to  see  that  the  student 
has  a  clear  conception  of  a  theory  and  of  the  part  theories  play  in 
the  progress  of  science,  and  that  in  a  discussion  of  any  subject  he 
clearly  differentiates  between  fact  and  theory.  The  solution  of 


22 


The  Ohio  State  University 


problems  pertaining  to  the  subjects  under  discussion  should  be 
encouraged. 

In  the  laboratory  it  is  of  fundamental  importance  that  the 
student  should  acquire  accuracy  and  neatness  and  that  he  should 
always  work  with  a  well  defined  object  in  view.  Under  no  condi¬ 
tions  should  a  student  be  permitted  to  proceed  with  an  experiment 
until  he  clearly  understands  the  object  of  the  experiment.  More¬ 
over,  any  apparatus  which  is  constructed  for  the  carrying  out  of 
an  experiment  should  be  rigidly  examined  by  the  teacher  and  only 
after  his  approval  should  the  student  be  allowed  to  proceed. 

PHYSICAL  GEOGRAPHY*  (one  unit) 

The  following  outline  includes  only  the  most  essential  facts 
and  principles  of  physical  geography,  which  must  be  studied  in  the 
class  room,  laboratory,  and  field : 

THE  EARTH  AS  A  GLOBE. 

Shape  of  Earth:  How  proved;  probable  causes  of. 

Size :  How  measured. 

Rotation :  How  proved ;  day  and  night ;  longitude  and  time ; 
latitude. 

Revolution  :  How  proved ;  rate ;  path ;  direction. 

Seasons  and  their  causes. 

Magnetism :  Compass ;  variation  in. 

Map  projection  explained. 

THE  LAND. 

Distribution :  Graphic  representation  of  topography. 

Changes  in  land  areas  and  in  land  forms:  Effects  of  (1)  eleva¬ 
tion  and  depression,  of  (2)  deposition  of  sediments,  of  (3)  shore 
erosion. 

Plains :  Plains  distinguished  from  the  plateaus  and  mountains. 
Kinds  of  plains :  Classification  based  on  genesis,  on  topography, 
on  fertility,  etc.  Development  of  plains  of  different  forms.  Dis¬ 
tribution  of  the  great  plains  of  the  earth.  The  coastal  plain  of  the 
Atlantic  and  Gulf  coasts.  The  plains  of  the  eastern  interior.  The 
plains  of  the  western  interior.  Effect  of  climate  and  rock  struc¬ 
ture  on  topography  of  plains.  Alluvial  plains :  Their  formation 
and  importance.  Relation  of  life  to  different  forms  of  plains. 

*For  the  present  the  combination  of  any  two  of  the  following  as  one 
unit  will  be  accepted  by  the  University:  Physical  Geography,  Zoology,  Botany, 
and  Physiology. 


Definitions  of  Entrance  Units 


23 


Plateaus :  Relations  to  plains  and  to  mountains.  Stages  in 
the  history  of  a  plateau ;  young  plateaus,  dissected  plateaus,  old 
plateaus,  broken  plateaus.  Effect  of  climate,  rock  structure,  etc., 
on  topography  of  plateaus.  Locations  of  the  great  plateaus.  Life 
conditions  on  plateaus. 

Mountains:  Classes,  —  block  mountains;  folded  mountains; 

domed  mountains ;  massive  mountains ;  mountains  of  circumdenu- 
dation.  History  of  mountains.  Effects  of  climate,  rock  structure, 
etc.,  on  mountain  topography.  Life  conditions  on  mountains. 

Volcanoes :  Distribution.  Phenomena  of  eruptions.  History 
of  a  volcanic  mountain.  Influence  of  volcanoes  on  topography  and 
life. 

Rivers :  Life  history  of  a  river  from  birth  to  old  age.  The 
work  of  rivers.  The  topography  of  surfaces  shaped  by  river  ero¬ 
sion  at  different  stages  of  valley  development.  Revived  rivers. 
Drowned  rivers  and  valleys.  The  great  drainage  basins  of  the 
United  States. 

Lakes :  The  distribution  of  lakes,  particularly  in  North  Amer¬ 
ica.  The  changes  which  they  are  undergoing.  Their  relations  to 
rivers.  Their  effect  on  climate.  Their  relations  to  life  in  general. 
Salt  lakes;  their  history.  The  origins  of  lake  basins. 

Glaciers :  The  nature  of  glacier  ice.  The  distribution  of  gla¬ 
ciers.  The  conditions  necessary  for  glaciers.  Types  of  glaciers. 
The  work  of  glaciers.  Glaciated  areas  compared  and  contrasted 
with  areas  which  have  not  been  affected  by  ice;  especially  the 
glaciated  and  non-glaciated  areas  of  North  America. 

THE  ATMOSPHERE 

Composition  and  offices  of  atmosphere.  Instruments  used  in 
study  of  atmosphere. 

Temperature:  Source  of  atmospheric  heat,  and  variations  of 
atmospheric  temperatures.  Isothermal  charts  of  world,  and  of  the 
United  States,  especially  the  January,  July  and  annual  charts,  with 
special  study  of  (1)  isotherms  of  northern  and  southern  hemis¬ 
pheres,  (2)  location  of  heat  equator,  (3)  cold  pole,  (4)  crowded 
isotherms,  etc. 

Pressure :  Measurement  of  pressure.  Determination  of  alti¬ 
tudes  by  atmospheric  pressure.  Relation  to  temperature.  Study 
of  isobars  on  United  States  weather  maps.  Distribution  of  pres¬ 
sure  in  general,  in  mid-winter,  (January),  and  in  mid-summer 
(July).  Relation  of  pressure  (isobars)  and  temperature 
(isotherms). 


24 


The  Ohio  State  University 


Circulation  of  Atmosphere :  Winds ;  their  causes ;  their 
classes ;  and  their  effects. 

Moisture:  Sources.  Conditions  for  precipitation.  Forms  of 
precipitation;  rain  and  snow;  dew  and  frost;  distribution  of  rain 
and  snow;  principles  governing.  Relation  of  precipitation  to  life. 

Storms :  Cyclones  of  temperate  and  tropical  latitudes.  Paths 
and  characteristics  of  storms  of  United  States.  Relation  of  storms 
to  general  weather  conditions.  Weather  at  different  seasons;  study 
and  construction  of  weather  maps.  Relation  of  weather  to  climate. 
Relation  of  climate,  weather,  etc.,  to  life  and  to  human  industries. 

THE  OCEAN 

Form,  divisions  and  general  characteristics  of  the  oceans,  and 
of  ocean  basins.  Depth,  density  and  temperature  of  ocean  waters. 
Characteristics  of  ocean  floor;  topography,  material,  etc.  The  life 
of  the  oceans. 

Movements  of  ocean  waters:  Waves;  cause  and  effect.  Cur¬ 
rents;  causes  and  their  proofs;  important  currents;  effects  of 
currents  on  climate,  life,  etc.  Tides,  character  of  motion;  causes 
of  tides ;  variation  of  tides,  and  their  causes ;  bores ;  effect  of 
tides  on  navigation,  harbors,  etc. 

Work  of  ocean:  Erosion  and  deposition.  Shore  lines;  the 
leading  types,  and  their  distribution.  Influence  of  harbors  and 
coast  lines,  now  and  in  the  past. 

Summary.  The  outline  given  can  but  enumerate  the  larger 
topics  to  be  covered,  and  in  a  way  suggest  the  point  of  view  de¬ 
sired.  Each  topic  should  be  treated  so  as  to  show  its  causal  rela¬ 
tions  to  other  topics.  So  far  as  possible,  the  effects  of  earth 
features  on  life  (especially  human  life)  conditions  should  be 
emphasized. 

Throughout  the  work  an  effort  should  be  made  to  develop  the 
student’s  ability  to  use  the  data  presented.  The  acquisition  of  the 
facts  presented  in  the  text-books  is  in  itself  of  relatively  little  value. 
The  student  should  be  taught  to  apply,  out-of-doors  and  in  the 
laboratory,  the  principles  developed  in  the  class  room.  When  he 
can  do  this,  and  when  he  can  utilize  and  combine  the  data  pre¬ 
sented  in  the  books  in  new  ways  and  to  new  ends,  one  of  the  chief 
aims  of  the  study  will  have  been  accomplished. 

The  candidate’s  preparation  should  include : 

a.  The  study  of  one  of  the  leading  secondary  text-books  in 
physical  geography,  for  the  sake  of  essential  principles,  and  of  well- 
selected  facts  illustrating  those  principles. 


Definitions  of  Entrance  Units  25 

b.  Individual  laboratory  work  should  occupy  from  one-fourth 
to  one-half  of  the  time  of  the  student  in  the  class  room.  Field  trips 
should  take  the  place  of  some  of  the  laboratory  work  in  autumn 
and  spring.  The  results  of  laboratory  work  should  be  carefully  re¬ 
corded  in  writing,  and  in  many  cases  should  be  made  the  basis  of 
class-room  discussion.  Similarly  the  field  work  should  be  made  the 
basis  of  written  reports  or  of  subsequent  class-room  discussion,  or 
both.  In  general  the  laboratory  and  the  field  should  be  made  to 
afford  illustrations  of  as  many  principles  and  phenomena  as 
possible. 

[Text-books  recommended:  Salisbury  (Briefer  Course), 

Dryer,  Gilbert  and  Bingham,  Tarr,  Davis,  Hopkins.] 

ZOOLOGY*  (one  unit) 

A  high  school  course  in  Zoology  should  have  for  its  obj  ects : 
(1)  To  acquaint  the  student  with  the  common  animals  of  his  own 
neighborhood,  with  the  various  environments  of  these  animals,  with 
the  structural  adaptations  which  the  animals  show  to  their  environ¬ 
ment  and  with  their  habits  and  economic  importance.  (2)  To  af¬ 
ford  training  in  critical  methods  of  making  and  recording  observa¬ 
tions  both  by  drawing  and  by  writing,  both  in  the  laboratory  and 
in  the  field.  (3)  To  teach  enough  of  the  interpretation  of  the  ob¬ 
served  facts  that  the  student  may  understand  the  current  methods 
of  interpretation  from  the  morphological,  physiological,  and 
ecological  standpoints.  In  other  words,  with  the  study  of  the 
structures  there  should  go  an  interpretation  of  their  use  (phy¬ 
siology,  ecology)  and  of  their  past  history  (evolution).  An  ele¬ 
mentary  training  in  both  experimental  and  comparative  methods 
should  be  sought,  and  the  peculiar  value  of  such  training  as  a 
means  of  intellectual  development  should  not  be  overlooked. 
Ability  on  the  part  of  the  student  to  observe  and  think  inde¬ 
pendently  is  especially  desired. 

For  a  course  extending  through  the  year,  with  four  periods  per 
week,  it  is  recommended  that  the  laboratory  and  field  work  consist 
of  the  study  of  at  least  ten  type  forms,  to  be  selected  from  the  fol¬ 
lowing  list : 

(1)  An  insect.  (2)  The  crayfish.  (3)  An  earthw’orm,  leech, 
or  fresh  water  oligochaete.  (4)  An  amoeba  or  other  protozoan. 
(5)  Hydra  or  a  hydroid.  (6)  A  mussel  or  snail.  (7)  A  fish.  (8) 
A  frog,  or  turtle.  (9)  A  bird.  (10)  A  mammal. 

The  animal  to  be  taken  as  the  type  under  each  head  may  be 
selected  by  the  teacher  and  will  vary  with  the  locality.  It  will 


26 


The  Ohio  State  University 


usually  be  most  convenient  to  begin  with  insects  in  the  fall  and  to 
take  up  birds  before  the  spring  migration,  and  mammals  later  in  the 
spring.  The  order  in  which  the  other  forms  are  taken  up  may 
vary  according  to  convenience.  In  the  above  list  the  crayfish  and 
the  earthworm  have  been  placed  after  the  insect  in  order  to  bring 
like  forms  together.  Those  who  find  difficulty  in  beginning  with  a 
form  as  small  as  the  grasshopper  may  prefer  to  spend  the  first  two 
weeks  on  the  crayfish,  but  any  considerable  delay  in  taking  up 
insects  in  the  fall  should  be  avoided.  The  other  forms  are  ar¬ 
ranged  in  the  usually  accepted  logical  order  which  is  preferred  by 
most  teachers.  If,  for  practical  reasons,  it  is  deemed  best  to  depart 
from  this  order,  it  will  be  found  that  the  idea  of  evolution  may  be 
taught  with  quite  as  much  force  material  within  the  individual 
groups  as  by  an  adherence  to  the  so-called  logical  order  of  the 
groups  themselves. 

If  time  permits,  the  teacher  may  profitably  add  to  the  list  of 
types  an  echinoderm  and  a  sponge,  to  each  of  which  one  or  two 
classes  and  laboratory  periods  may  be  devoted.  The  student’s  con¬ 
ception  of  the  animal  kingdom  is  thus  greatly  broadened. 

A  suitable  laboratory  and  field  equipment  is  assumed.  Its  pre¬ 
cise  character  will  vary  with  circumstances.  In  general  the  better 
the  equipment  the  better  the  work  that  may  be  done.  While  it  is 
true  that  a  course  in  zoology  may  be  given  without  the  use  of  the 
compound  microscope,  in  the  opinion  of  your  committee  a  much 
better  course  may  be  given  by  its  moderate  use. 

As  far  as  possible,  the  work  on  each  type  should  be  begun  by 
collecting  by  the  students,  chiefly  of  the  type  form,  but  incidentally 
of  as  many  as  possible  of  other  forms  belonging  to  the  same  group. 
Some  of  the  animals  collected  should  be  kept  living,  and  the  sub¬ 
sequent  study  should,  where  practicable,  be  made  on  living  mate¬ 
rial.  The  work  on  each  type  should  include : 

1.  Structure.  The  structural  work  should  consist  chiefly  of 
external  morphology,  and  the  structures  should  be  considered  as 
adaptations.  It  is  not  intended  to  eliminate  individual  dissection, 
but  it  is  thought  that  the  amount  of  individual  dissection  may  be 
much  lessened  and  that  internal  structures  may  be  studied  in  part 
by  means  of  anatomical  preparations  made  by  the  teacher  and  by 
means  of  models  and  charts.  In  connection  with  each  system  of 
organs  the  special  physiology  of  the  system  should  be  taught  and 
should  be  illustrated  by  experiments.  Physiology  should  not  be 
taught  merely  as  an  inference  from  structure.  The  physiological 
instruction  may  be  profitably  concentrated  on  two  types,  one  in- 


Definitions  of  Entrance  Units 


27 


vertebrate  and  one  vertebrate,  preferably  the  insect  and  the  frog. 
By  this  plan  physiological  work  on  other  types  may  be  minimized. 

2.  Behavior  and  Habits.  These  should  be  considered  in  con¬ 
nection  with  the  study  of  its  structure,  and  where  practicable  the 
behavior  should  be  studied  first  and  the  structures  necessary  to  the 
behavior  considered  afterward.  It  is  believed  that  more  interest 
will  be  aroused  by  finding  out  first  what  the  animal  does  and  then 
studying  the  structures  which  it  uses ;  but  it  will  often  be  found 
necessary  to  reverse  this  order. 

3.  Study  of  Related  Forms.  It  is  not  meant  that  the  course 
should  be  limited  to  the  study  of  the  type  forms,  but  rather  that, 
in  each  group,  the  type  form  should  be  the  basis  upon  which  to 
build  an  acquaintance  with  the  commoner  related  forms  in  the 
local  fauna.  The  scientific  names  and  the  classification  of  these 
forms  need  not  be  taught,  but  rather  sight  recognition  of  many 
forms  and  their  common  names,  with  a  reference  of  each  to  the 
group  represented  by  the  laboratory  type.  Although  it  is  not  in¬ 
tended  that  taxonomy  should  be  taught,  nevertheless  individual 
students  who  show  an  aptitude  for  it  should  be  provided  with 
literature  and  should  receive  every  encouragement  from  the  teacher 
to  carry  on  voluntary  work  in  collecting  and  classifying  animals. 

4.  Ecology.  Animal  ecology  includes  not  only  a  study  of  the 
habits  of  animals  referred  to,  but  also  a  study  of  the  relations  of 
animals  to  their  environment.  This  branch  of  zoology,  which  must 
be  in  part  carried  on  in  the  field,  attempts  to  determine  how  ani¬ 
mals  maintain  themselves  in  their  environment  and  why  animals  in 
a  given  environment  give  place  to  others  when  the  physical  and 
other  characteristics  of  the  environment  are  altered.  Few  teachers 
are  prepared  to  include  this  subject  in  their  teaching,  but  attention 
should  be  called  to  the  importance  of  the  subject  as  a  constituent 
part  of  a  high  school  course  in  zoology,  and  teachers  should  pre¬ 
pare  themselves  to  do  work  of  this  sort.  The  amount  of  such 
work  that  may  be  done  in  elementary  classes  is  indicated  in  the 
specific  illustration  which  follows. 

The  plan  recommended  for  laboratory  and  field  work  may  be 
best  made  clear  by  a  specific  illustration.  Thus,  the  work  on  in¬ 
sects  may  be  begun  with  the  grasshopper  with  a  collecting  trip,  in 
■which  each  individual  student  is  required  to  bring  into  the  labo¬ 
ratory  as  many  kinds  of  grasshoppers  as  he  can  obtain,  and  to¬ 
gether  with  these  a  certain  number  of  insects  belonging  to  other 
groups.  Each  student  should  then  preserve  most  of  the  insects  in 
his  collection,  and  after  sorting  them,  put  them  aside  for  future 


28 


The  Ohio  State  University 


use.  In  this  connection  instruction  may  be  given  in  methods  of 
pinning  and  preserving  insects,  and  encouragement  may  be  given 
the  pupil  to  make  his  own  collection.  Many  of  the  grasshoppers 
collected  should  be  kept  alive  and  their  study  now  be  undertaken. 
In  this  study  function  and  structure  should,  as  far  as  possible, 
be  considered  in  connection  with  one  another.  Thus,  the  student 
may  observe  the  ways  of  walking,  hopping,  and  flying,  and  in  con¬ 
nection  with  these  may  study  on  preserved  material  the  structure 
of  the  legs  and  wings.  At  the  same  time  he  may  be  instructed 
in  the  class  room  and  by  the  aid  of  models,  preparations,  and  dia¬ 
grams  concerning  muscles  and  the  movements  produced  by  them. 
Similarly,  he  may  study  the  use  of  the  mouth  parts  in  feeding  and 
may  then  observe  the  structure  of  the  mouth  parts  in  greater  detail. 
From  this  he  may  proceed  to  a  study  of  the  structure  of  the  di¬ 
gestive  organs  either  from  his  own  dissections  or  from  preparations 
and  charts.  The  teacher  may  then  give  them  elementary  instruc¬ 
tion  concerning  the  process  of  digestion.  Again,  observations  may 
be  made  on  the  breathing  movements,  to  be  followed  by  an  ana¬ 
tomical  study  of  the  spiracles  and  tracheae  and  an  exposition  of  the 
nature  of  respiration.  Thus,  in  all  cases,  so  far  as  practicable, 
close  correlation  should  be  made  between  the  work  on  the  func¬ 
tion  and  that  on  the  structure  of  the  various  parts  of  the  body. 

The  work  in  which  the  student  can  actually  see  the  working 
of  the  part  observed  will  of  course  have  to  be  followed  by  a  study 
of  the  parts  whose  function  is  not  so  obvious,  but  the  same  princi¬ 
ple  of  correlating  structure  and  function  may  be  followed  through¬ 
out.  It  is  advisable  that  the  work  in  which  the  teacher  supplies 
most  of  the  physiological  instruction  should  follow  that  in  which 
the  pupil  is  able  to  make  his  own  observations. 

The  class  should  next  make  a  comparative  study  of  the  differ¬ 
ent  grasshoppers  collected,  so  as  to  be  able  to  distinguish  the  dif¬ 
ferent  species  in  the  second  field  excursion.  When  a  good  con¬ 
ception  has  been  gained  of  the  general  structure  of  the  body  and 
of  the  chief  functions  of  its  parts,  and  when  a  sight  recognition 
of  the  local  species  of  grasshoppers  is  assured,  attention  may  be 
directed  to  the  life  of  grasshoppers  in  the  field  and  to  the  adapta¬ 
tions  shown  by  the  various  species  to  their  conditions  of  existence 
(ecology).  To  give  an  illustration  of  the  nature  of  the  ecological 
work  that  may  be  undertaken  advantageously  in  the  high  school, 
we  may  cite  the  following  observations  which  may  easily  be  made 
upon  the  grasshoppers  which  occur  in  nearly  every  neighborhood. 
The  kind  of  situation  should  be  noted  in  which  each  species  occurs. 
The  students  should  observe  the  relation  between  these  habitats 


Definitions  of  Entrance  Units  29 

and  the  species  found  in  them;  the  instinct  of  the  roadside  grass¬ 
hopper  to  alight  in  barren  spots  of  ground  and  of  various  species 
of  green  coloration  to  alight  on  grass  stems  and  to  keep  on  the 
side  opposite  the  observer;  the  instinct  of  other  species  when 
alighting  in  the  grass  to  drop  down  and  remain  quiet  next  the 
ground.  These  and  many  other  features  of  behavior  which  show  a 
marked  adaptation  to  particular  kinds  of  environment  can  easily 
be  observed  and  interpreted.  If  the  teacher  directs  the  attention 
of  the  students  to  such  phenomena  and  by  carefully  planned  ques¬ 
tions  leads  them  to  make  and  to  record  observations  of  their  own, 
work  cannot  fail  to  prove  of  interest  and  value.  Such  work,  if 
properly  planned,  can  be  controlled  as  well  as  tasks  performed  in 
the  laboratory. 

When  the  field  work  on  the  grasshopper  has  been  completed, 
the  class  should  take  up  the  insects  on  the  first  field  excursion  and 
should  become  familiar  with  the  principal  groups  of  insects.  At 
this  point  attention  may  be  directed  to  the  economic  value  of  cer¬ 
tain  species.  Here,  again,  opportunity  will  be  afforded  to  stimulate 
individual  work  and  the  making  of  collections. 

The  same  plan  of  work  may  be  followed  in  considerable  detail 
with  the  mollusca.  In  the  case  of  other  groups  the  field  work  may 
need  to  be  considerably  modified.  Thus,  birds  and  mammals  may 
not  be  collected,  but  both  may  be  studied  in  the  field.  Protozoa 
and  hydra  may  be  collected,  but  are  not,  of  course,  suitable  for 
field  study.  In  the  case  of  each  type  the  plan  outlined  should  be 
followed  in  so  far  as  the  nature  of  the  material  permits.  It  is 
believed  that  in  the  laboratory  the  plan  is  feasible  in  nearly  every 
case. 

Both  laboratory  and  field  work  is  best  carried  on  by  means  of 
written  or  printed  directions  prepared  by  the  teacher.  Just  before 
each  field  excursion  the  teacher  should  visit  the  locality  selected 
for  the  field  work,  in  order  to  be  assured  that  the  desired  material 
is  available  and  that  the  observations  outlined  are  feasible. 

The  class  room  instruction  should  co-ordinate  and  extend  the 
work  done  in  the  laboratory  and  further  interpret  it.  It  is  believed 
that  the  further  work  carried  on  in  the  class  room  may  be  best 
done  by  means  of  topics  to  be  studied  in  connection  with  those 
laboratory  types  which  best  illustrate  them.  Thus,  in  connection 
with  insects  protective  coloring  and  mimicry,  as  well  as  the  gen¬ 
eral  subject  of  metamorphosis,  may  be  enforced  and  illustrated. 
In  connection  with  the  frog,  development  should  be  studied  in  the 
laboratory  and  general  notions  of  development  added  to  those  of 
metamorphosis.  In  connection  with  mollusca,  variation  and  the 


30 


The  Ohio  State  University 


ideas  of  species  may  be  enforced.  Instinct  and  intelligence  may 
properly  be  considered  in  connection  with  several  of  the  types. 
Toward  the  end  of  the  course  time  should  be  left  for  a  connected 
presentation  of  the  doctrine  of  evolution  and  of  natural  selection. 

The  importance  of  proper  field  and  laboratory  notes  and  draw¬ 
ings  should  be  emphasized.  Notes,  both  in  field  and  laboratory, 
should  be  made  while  the  work  is  in  progress,  not  afterward.  They 
should  be  criticised  by  the  teacher  with  reference  to  their  perti¬ 
nence  and  completeness  and  should  be  permanently  preserved.  Such 
notes  may  be  made  the  basis  of  more  careful  reports,  which  should 
be  criticised  with  a  reference  to  the  arrangement  of  their  contents, 
the  character  of  their  conclusions  and  their  English.  It  is  sug¬ 
gested  that  teachers  of  English  will  often  be  found  willing  to  co¬ 
operate  in  the  correction  of  such  reports.  Drawing  is  of  no  less 
importance  than  note  taking.  Drawings  should  be  made  chiefly 
in  the  laboratory  and  always  from  the  specimen.  It  should  be  the 
object  of  the  teacher  to  see  that  the  drawings  are  accurate  and  that 
their  details  have  meaning.  Meaningless  or  ambiguous  lines  or 
masses  of  shade  have  no  more  place  in  a  scientific  drawing  than 
meaningless  words  in  a  sentence. 

Attention  should  also  be  called  to  the  importance  of  local 
school  museums.  These  should  contain  primarily  representatives 
of  the  local  fauna  attractively  displayed.  Students  may  be  re¬ 
ferred  to  specimens  in  such  a  museum  as  they  are  referred  to 
books  and  may  use  the  museum  as  they  would  a  library.  The 
Michigan  Academy  of  Sciences  maintains  a  bureau,  the  purpose 
of  which  is  to  secure  for  teachers  and  others  the  identification 
of  specimens  collected  by  them  and  their  exchange  for  othei 
specimens.  Information  concerning  the  bureau  may  be  had  from 
the  Secretary  of  the  Academy,  Mr.  George  Shafer,  Agricultural 
College,  Michigan. 

The  following  recommendations  are  also  made : 

1.  That  the  course  be  put  in  the  second  high  school  year, 
rather  than  in  the  first,  and  that  it  be  preceded  by  a  course  in 
physiography.  Such  an  arrangement  should  greatly  help  in  the 
teaching  of  field  ecology. 

2.  Each  week’s  work  should  consist  of  two  class  exercises 
and  at  least  two  laboratory  exercises.  Each  laboratory  exercise 
should  consist  of  at  least  two  school  periods,  and  these  should, 
if  possible,  be  the  last  two  periods  of  the  afternoon.  By  this 
arrangement  it  will  be  possible  to  use  the  greater  part  of  the  af¬ 
ternoon  for  field  excursion. 


Definitions  of  Entrance  Units 


3i 


3.  Where  but  half  a  year’s  work  is  offered  in  zoology,  the 
teacher  should  select  the  groups  to  be  studied.  Since  the  groups 
do  not  require  equal  periods  of  time,  the  number  to  be  studied  in 
a  half  year’s  course  will  depend  on  the  selection.  It  should  not  be 
less  than  five. 

4.  Where  but  a  half  year’s  work  is  offered  in  zoology,  and 
where  at  the  same  time  human  physiology  is  taught,  the  zoology 
should  be  followed  at  once  by  the  physiology,  or  the  two  subjects 
should  be  combined  into  a  single  course.  It  is  believed  that  time 
will  be  saved  by  this  arrangement  and  that  interest  will  be  added 
to  both  subjects. 

[Texts:  Jordan,  Kellogg,  and  Heath’s  Animal  Studies;  Kel¬ 
logg’s  Elementary  Zoology;  Davenport’s  Introduction;  or  equiva¬ 
lents.] 

BOTANY*  (one  unit) 

It  has  been  the  intent  of  the  committee  to  prepare  a  statement 
that  is  sufficiently  elastic  to  give  adequate  recognition  to  all  good 
courses  in  high  school  botany,  rather  than  to  present  a  set  line  of 
procedure  that  must  be  followed  by  all.  The  work  that  is  done 
should  meet  the  needs  of  the  pupils  regardless  of  whether  any 
work  is  to  be  done  in  any  higher  institution.  Emphasis  is  placed 
upon  the  quality  and  quantity  of  the  work  done  and  upon  the 
preparation  of  the  teacher,  rather  than  upon  the  particular  things 
that  are  to  be  done.  To  this  end  the  report  considers  the  fol¬ 
lowing  : 

I.  The  purpose  and  content  of  the  course  and  the  time  to  be 
given  to  it. 

II.  Suggested  plan  of  the  course. 

III.  The  preparation  that  should  be  had  by  the  teacher  of 
botany. 

The  committee  wishes  to  express  its  appreciation  of  the  work 
done  by  the  Committee  on  Education  of  the  Botanical  Society  of 
America.  This  committee,  previously  working  as  the  committee 
of  the  Society  of  Plant  Morphology  and  Physiology,  of  the  Col¬ 
lege  Entrance  Examination  Board,  and  later  of  the  Botanical  So¬ 
ciety  of  America,  has  published  four  reports,  the  latest  in  the 
School  Review  for  November,  1908.  These  reports  have  been 
most  potent  in  giving  purpose  and  organization  to  the  teaching 
of  botany  in  secondary  schools.  The  unit  statement  here  present- 

*For  the  present  the  combination  of  any  two  of  the  following  as  one 
unit  will  be  accepted  by  the  University:  Physical  Geography,  Zoology,  Botany, 

and  Physiology. 


32 


The  Ohio  State  University 


ed  is  in  agreement  in  many  respects  with  the  last  report  of  the 
above  mentioned  committee,  but  differs  from  it  in  flexibility, 
recognition  of  the  practical  aspects  of  plant  life,  in  definition  of 
the  preparation  of  the  teacher,  and  in  some  other  points.  It  is 
hoped  that  some  time  there  may  be  a  single  statement  of  the  unit 
issued  by  the  two  committees. 

I.  The  purpose  and  content  of  the  course,  and  the  time  that 
should  be  given  to  it. 

1.  The  ends  to  be  sought  through  an  elementary  study  of 
plant  life  include  training  in  the  scientific  method  of  thinking 
particularly  as  relates  to  plant  life,  information  and  a  more  in¬ 
telligent  and  a  more  active  interest  in  natural  phenomena  in  gen¬ 
eral,  an  elementary  knowledge  of  fundamentals  of  plant  life  and 
a  better  understanding  of  those  features  and  activities  of  plants 
that  relate  to  every  day  affairs. 

2.  In  determining  the  content,  order  and  treatment  of  topics 
in  any  individual  course,  the  needs  and  opportunities  of  the  teach¬ 
er  and  class  should  be  dominant.  To  this  end  this  statement  in¬ 
cludes  the  general  features  of  the  course,  the  teacher  being  left 
at  liberty  to  adopt  such  details  as  best  meet  the  needs  of  any 
particular  class  of  pupils.  The  quality  and  quantity  of  work  done 
by  the  pupil,  evidence  of  his  ability  to  do  accurate  and  reliable 
work,  and  adequate  preparation  by  the  teacher,  rather  than  the 
specific  content  of  the  course  are  emphasized. 

3.  There  is  presented  a  general  plan  of  the  “synthetic  course,” 
which  the  majority  of  the  committee  believes  to  be  the  best  type, 
though  it  is  not  intended  to  restrict  teachers  to  this  type. 
This  course  embodies  the  elements  of  morphology  of  the  great 
groups  including  the  “lower  forms”  as  well  as  the  seed  plants,  of 
physiology  with  experiments  upon  plant  activities,  of  ecology  with 
emphasis  upon  class  and  individual  field  trips,  including  some  ac¬ 
quaintance  with  local  plants,  of  the  relation  of  plants  to  their 
habitat  and  to  man,  of  food  and  timber  supply,  parasitism,  disease, 
decay,  soil  replenishment,  etc.  It  is  recommended,  however,  that 
plants  be  studied  in  an  elementary  way  leading  into  any  or  all  of 
the  above  aspects,  rather  than  that  the  differentiated  divisions  of 
the  subject  be  taken  up  at  one  time. 

An  elementary  consideration  of  the  relations  of  plants  to  man 
as  shown  in  plant  and  animal  diseases,  hygiene,  agriculture,  horti¬ 
culture,  erosion,  decay,  foods,  fibres,  etc.,  should  be  presented  as  an 
organic  part  of  the  study  of  botany.  The  inclusion  of  these  prac¬ 
tical  matters  as  an  organic  part  of  the  course  rather  than  as  a 
number  of  sections  upon  the  applied  aspects  of  plants,  gives  appre- 


Definitions  of  Entrance  Units 


33 


ciable  meaning  and  fuller  significance  to  the  study.  An  adequate 
consideration  of  such  separate  applied  sciences  as  agriculture,  for¬ 
estry,  bacteriology,  and  horticulture  should  follow  the  general 
study  of  plants  and  animals. 

4.  The  time  requirement  of  the  course  should  be  the  equiva¬ 
lent  of  180  periods  of  at  least  forty  minutes  each;  there  should 
be  two  doubled  periods  per  week  for  laboratory  or  field  work, 
each  of  these  doubled  periods  counting  as  one  period  in  making 
up  the  total  180  periods. 

II.  Suggested  Plan  of  the  Course.  This  is  a  plan  for  a 
synthetic  course.  It  suggests  more  material  than  any  one  year’s 
work  can  present.  Some  of  the  topics  will  receive  more  emphasis 
at  the  hands  of  teachers  who  prefer  to  treat  briefly  or  omit  other 
topics,  the  ones  selected  for  full  or  brief  treatment  varying  with 
different  teachers.  In  order  of  treatment  consideration  may  first 
be  made  of  the  structure  and  function  of  seed  plants,  or  of  the 
characteristics  of  the  great  group  of  plants. 

1.  In  beginning  the  course  with  a  study  of  seed  plants, 
the  first  work  may  deal  with  any  of  the  following  topics,  the  one 
selected  for  the  beginning  serving  to  lead  directly  to  others  of  the 
group : 

The  structures  of  a  typical  seed  plant — roots,  stem,  leaves, 
flowers  and  seeds — and  the  kinds  of  work  done  by  these  parts. 

How  the  plant  lives — elementary  physiological  experiments, 
absorption,  root  pressure,  conduction,  transpiration,  photosynthesis, 
relation  of  functions  to  the  structures  by  means  of  which  they  are 
performed. 

The  work  of  leaves. 

The  storage  of  food,  its  relation  to  the  plant;  its  relation  to 
man  and  other  animals. 

Seeds  and  seedlings;  seed  distribution;  the  establishment  of 
new  plants. 

Acquaintance  with  some  of  the  plants  of  the  locality. 

2.  In  addition  to  the  topics  just  named,  due  to  seasonal  ad¬ 
vantage,  preferences  of  the  teacher  or  needs  of  the  pupils,  the 
following  will  at  times  be  found  best  in  this  connection,  while  in 
other  cases  it  will  be  found  best  to  take  up  these  topics  after  the 
consideration  of  the  great  groups : 

Relation  of  plants  to  light,  soil,  water,  atmosphere,  gravity, 
contact,  seasons. 

Growth  and  reproduction. 

Responses  to  different  regions. 


34 


The  Ohio  State  University 


Artificial  control  and  methods  of  improving  agricultural  and 
horticultural  plants. 

Forests,  their  uses,  distribution,  dangers  and  preservation. 

3.  The  Great  Groups.  In  the  following  outline,  what  plants 
are  and  what  they  are  doing  in  the  locality  are  to  be  kept  prom¬ 
inent,  although  these  matters  cannot  be  studied  apart  from  plant 
structures. 

It  is  recommended  that  detailed  anatomical  work  be  reduced 
to  the  minimum,  and  that  gross  structures  and  life  habits  be  given 
correspondingly  larger  attention.  By  means  of  demonstrations 
many  of  the  details  may  be  made  of  more  value  than  would  be 
true  if  pupils  were  to  try  to  study  out  these  details  by  means  of 
the  compound  microscope.  When  compound  microscopes  are  avail¬ 
able  some  of  the  structures  may  be  determined  by  the  pupils, 
but  often  it  is  better  to  use  demonstration  microscopes.  A  full 
study  of  gross  structures  will  give  a  good  basis  for  understanding 
demonstrations  through  microscopes,  and  pictures  of  the  impor¬ 
tant  details. 

a.  Algae.  General  appearance  and  distribution;  local  types 
studied  with  reference  to  their  places  of  living,  their  nutritive  and 
reproductive  structures  and  habits,  conditions  controlling  their 
growth  and  reproduction.  Two  or  three  blue-green  forms  as 
Nostoc  and  Oscillatoria,  and  such  green  forms  as  Pleurococcus, 
Cladophore,  Spirogyra,  Vaucheria  and  the  Desmids.  The  grada¬ 
tions  in  complexity  in  nutritive  and  reproductive  structures  should 
be  understood  but  no  attempt  at  establishing  a  detailed  evolution¬ 
ary  series  should  be  made.  The  characteristics  of  these  forms 
should  be  studied  out-of-doors  and  in  the  aquarium.  Their  dis¬ 
tribution  and  abundance  in  the  locality,  and  their  relation  to  water 
supplies  should  receive  attention. 

General  appearance  and  regional  distribution  of  the  red  and 
brown  algae,  but  no  detailed  work  with  them  is  recommended. 
Gross  characteristics  of  diatoms  in  fresh  water  should  be  noted. 

b.  Fungi.  Some  of  the  following  common  forms  as  types  of 
dependent  plants — toadstools  and  mushrooms,  mildews,  water 
mould,  wheat  rust,  corn  smut,  cedar  apples,  etc. 

Parasitic  method  of  living  and  its  helpful  and  harmful  eco¬ 
nomic  significance;  regulation  and  elimination  of  injurious  fungi. 

Yeasts  and  fermentation. 

Bacteria  studied  chiefly  with  reference  to  life  habits  and 
effects.  Relation  of  the  bacteria  to  decay,  to  soils,  to  leguminous 
plants,  to  rotation  of  crops,  and  to  sanitation.  Bacteria  as  instru¬ 
ments  of  disease.  Sterilization  as  shown  in  a  study  of  milk. 


Definitions  of  Entrance  Units  35 

Purity  of  milk  and  water  supply.  Relation  of  knowledge  of  bac¬ 
teria  to  public  hygiene. 

c.  Lichens.  A  type  used  to  illustrate  the  interrelation  of 
algae  and  fungi.  Distribution  of  the  lichens  of  the  locality  and 
their  influence  upon  their  supporting  structures. 

d.  Liverworts.  Life  habits,  distribution  and  life  cycle. 

e.  Mosses.  Life  habits,  distribution  and  life  cycle. 

/.  Ferns.  Life  cycle  of  a  true  fern,  stem  and  leaf  in  relation 
to  chlorophyll  work ;  perennial  nature ;  distribution ;  acquaintance 
with  a  few  local  types. 

General  characteristics  of  the  horsetails  and  club  mosses. 

g.  Gymnosperms.  Pine  or  spruce  as  a  type ;  habit  of  tree, 
perennial  nature,  twigs  and  stems  of  different  ages,  age  of  tree, 
leaves  and  the  evergreen  habit,  nature  of  the  timber  and  its  uses; 
two  kinds  of  cones  and  the  processes,  time  and  structures  involved 
in  seed  formation,  nature  of  the  seed,  seed  distribution,  seedlings 
and  the  establishment  of  the  new  tree. 

Names  of  other  kinds  of  gymnosperms. 

Gymnosperms  as  source  of  much  of  the  world’s  lumber  sup¬ 
ply,  chief  regions  of  gymnosperm  forests,  preservation  and  ex¬ 
tension  of  gymnosperm  forests. 

h.  Angiosperms. 

Life  cycle  as  compared  with  the  gymnosperms. 

Types  of  stem,  root,  leaf  and  flower  structure,  with  considera¬ 
tion  of  the  special  work,  habits  and  uses  of  each  of  these. 

Nutritive  and  reproductive  processes  arranged  so  as  to  ex¬ 
tend  whatever  work  was  done  with  seed  plants  at  the  beginning 
of  the  course.  Work  suggested  at  the  outset  that  was  not  done 
in  that  connection  may  be  included  here. 

Pollination  and  seed  formation,  number  of  seeds,  seed  distri¬ 
bution,  seedlings,  vitality  of  seeds,  struggle  for  existence. 

Structures  and  habits  of  plants  of  different  regions. 

Acquaintance  with  plants  of  the  leading  families  in  the  local 
region. 

Angiospermous  forests  (possibly  delay  the  consideration  of 
gymnospermous  forests  until  this  point),  the  local  timber  supply 
either  from  local  forests  or  from  others,  enemies  of  the  forests, 
elementary  forestry  problems,  United  States,  state  and  local 
private  work  in  forestry. 

Relation  of  plants  to  soil,  water,  light,  temperature,  gravity 
and  other  environmental  factors.  Productive  and  unproductive 
soils  and  climates  in  relation  to  agricultural  plants. 


36  The  Ohio  State  University 

Diseases  of  plants  and  their  significance.  Artificial  improve¬ 
ment  of  plants  through  cultivation,  pruning,  grafting,  selection  and 
breeding. 

III.  The  Qualifications  of  the  Teacher  of  Botany. 

It  is  believed  that  the  teacher  of  botany  in  the  high  school 
should  have  a  minimum  preparation  in  botany  equivalent  to  two 
years  of  college  work.  This  work  should  include  the  general 
morphology  of  the  lower  and  higher  groups,  elementary  plant 
physiology  and  ecology ;  zoology,  physiography  and  a  course  in  gen¬ 
eral  bacteriology  are  desirable.  The  teacher  should  also  have 
some  knowledge  of  the  purpose  of  botany  in  high  school  educa¬ 
tion  and  of  current  and  desirable  practice  in  teaching  botany. 

Since  the  teacher  of  botany  usually  teaches  other  sciences 
each  demanding  somewhat  similar  quantity  of  preparation,  obvious¬ 
ly  to  maintain  this  standard  more  general  and  more  extensive 
preparation  needs  to  be  urged.  This  standard  of  preparation  is 
deemed  highly  desirable  in  order  to  give  botany  its  proper  place 
in  secondary  education,  but  it  may  not  always  be  practicable.  It 
is  the  standard  that  should  be  met  by  those  who  are  now  prepar¬ 
ing  to  teach  the  subject. 

PHYSIOLOGY*  (One-half  unit) 

Text-books:  Colton’s  Briefer  Course,  or  an  equivalent.  No 
credit  will  be  accorded  in  this  subject  for  work  done  below  the 
ninth  year. 

AGRICULTURE,  COMMERCIAL  GEOGRAPHY,  FREEHAND 
DRAWING,  MANUAL  TRAINING,  DOMESTIC  SCIENCE. 

The  total  credit  allowed  by  the  University  for  the  above  sub¬ 
jects  will  not  exceed  two  units.  The  credit  will  be  granted  by  the 
Entrance  Board  after  investigating  each  claim. 

AGRICULTURE  (One-half  or  one  unit) 

One-half  unit  —  One-half  year  given  to  the  study  of  soils  and 
plants  and  their  relation  to  each  other.  There  shall  be  sufficient 
experimental  work  to  accompany  the  subjects  discussed. 

One  Unit — One  full  year  shall  be  given  to  study  of  soils, 
plans,  insects,  and  farm  animals.  There  shall  be  sufficient  exper¬ 
imental  and  demonstration  work  to  be  equivalent  to  one  full  year’s 

*Accepted  by  the  University  for  the  present  only  when  offered  in 
combination  with  one  of  the  following:  Physical  Geography,  Zoology,  and 
Botany,  as  one  unit. 


Definitions  of  Entrance  Units 


37 


laboratory  work.  Text-books  should  be  of  such  a  standard  as 
Jackson  and  Dougherty’s  Agriculture  through  the  Laboratory,  or 
Bailey’s  First  Principles  of  Agriculture. 

COMMERCIAL  GEOGRAPHY  (One-half  unit) 

One-half  year  devoted  to  the  study  of  the  physical  and  human 
factors  influencing  commercial  exchange.  The  work  should  be 
preceded  by  a  good  course  in  General  History  and  Physical 
Geography. 

FREEHAND  DRAWING  (One-half  or  one  unit) 

The  minimum  time  to  be  given  for  one  unit  should  be  the 
equivalent  of  240  hours  of  sixty  minutes.  Preferably  two  double 
periods  per  week. 

For  one-half  unit  credit  the  work  should  be  principally  repre¬ 
sentative  drawing,  and  for  one  unit  at  least  one-half  the  time 
should  be  given  to  this  work. 

Mediums  used :  Pencil,  charcoal,  water  color,  crayons.  The 
work  should  cover  studies  from  objects,  plant  forms,  pose  draw¬ 
ing,  landscape,  and  composition,  illustrating  proportion,  perspective, 
values,  texture  and  surface  modeling,  and  may  include  also  dec¬ 
orative  design — conventionalized  plant  forms,  units,  borders,  cor¬ 
ners,  arrangement  of  straight  lines  and  of  straight  and  curved  lines, 
stencils,  geometric  designs,  historic  ornament. 

MANUAL  TRAINING  (Not  to  exceed  two  units) 

The  minimum  time  given  for  one-half  unit  in  Manual  Train¬ 
ing  should  not  be  less  than  the  equivalent  of  120  hours  of  sixty 
minutes  each.  This  Manual  Training  should  be  preceded  or  ac¬ 
companied  by  Mechanical  Drawing. 

Bench  Work.  One-half  unit.  Care  and  use  of  the  tools  for 
measuring,  squaring,  sawing,  planing,  gauging,  boring,  chiseling, 
clamping,  and  finishing.  Use  of  woods,  nails,  screws,  glue.  Use 
of  oils,  stains,  filling,  shellac,  and  varnish.  Elementary  construc¬ 
tions  involving  different  forms  of  joints  used  in  framing,  cabinet 
work,  and  pattern  making.  Designing. 

Wood  Turning.  One-half  unit.  Care  and  use  of  lathe  and 
tools.  Turning  of  different  woods.  Centering,  roughing,  straight 
and  taper  turning,  convex  turning,  concave  and  compound  curve 
turning,  beading,  face  plate  turning,  face  and  plug  chuck  work. 

Pattern  work.  One-half  unit  Drafts,  shrinkage,  and  finish 


38 


The  Ohio  State  University 


allowances.  Parted  patterns,  dowels,  fillets,  fasteners,  core  prints 
and  core  boxes,  built-up  patterns,  ribbed  patterns. 

Cabinet  Work.  One-half  unit.  Furniture  involving  the  com¬ 
mon  methods  of  construction  and  including  panels,  drawers, 
hinges,  staining  and  fuming,  filling  and  finishing.  Each  student 
should  design  his  work  and  make  complete  drawings  for  it. 

Machine  Tool  Work.  One-half  unit.  Work  on  the  engine 
lathe,  drill  press,  planer  and  shaper,  involving  such  elementary 
principles  as  centering,  stright  and  taper  turning  on  external  and 
internal  surfaces,  screw  cutting,  chuck  and  face  plate  work,  filing 
and  polishing,  drilling,  planing,  and  shaping. 

Forging.  One-half  unit.  Management  of  forge,  fire  and  tools. 
Practice  involving  the  processes  of  drawing  out,  bending,  twisting, 
upsetting,  splitting,  punching,  forming,  fullering,  swaging,  welding, 
case-hardening,  annealing,  hardening  and  tempering. 

HOUSEHOLD  ARTS  AND  SCIENCE  (Not  to  exceed  two  units) 
I.  Plain  Sewing  (One  unit) 

Every  exercise  in  sewing  should  illustrate  an  important  prin¬ 
ciple  or  process,  or  a  simple  combination  of  such  principles  and 
processes.  Hand  sewing  and  sewing  machine  work  must  be  equally 
insisted  upon. 

a.  The  various  stitches  and  their  special  uses. 

b.  Hand  sewing,  fundamental  processes. 

c.  The  use  and  care  of  sewing  machines  and  their  attachments. 

d.  The  nature  and  special  uses  of  cotton,  linen,  and  woolen 
goods. 

e.  The  use  of  patterns;  cutting  out. 

f.  Taking  measurements;  making  of  simple  garments. 

2.  Sewing  and  Millinery  (One  unit) 

a.  Making  of  shirt  waists,  wash  dresses,  and  similar  garments. 

b.  Millinery.  Study  of  material  for  hats;  making,  altering, 
and  covering  hat  frames.  The  planning,  making,  and  trimming  of 
seasonable  hats  of  appropriate  materials. 

Throughout  the  course  economy  and  good  taste  in  dress. 

Cooking  (Two  units) 

1.  Food  classified  and  tested  for  food  principles. 

A  study  of  the  effect  of  heat  upon  foods  alone  and  in  combina¬ 
tion;  experiments  with  leavening  agents,  and  their  uses  shown  in 


Definitions  of  Entrance  Units  39 

actual  cooking.  Bread  making.  The  theory  and  practice  of  can¬ 
ning  and  preserving  fruits,  vegetables  and  meats.  Planning,  cook¬ 
ing,  and  serving  meals.  Waiting  on  table. 

2.  The  cost  of  food;  market  prices;  the  cost  of  meals. 
Household  accounts.  The  family  dietary.  The  planning,  weigh¬ 
ing,  and  cooking  of  apportioned  meals.  Diets  for  infants,  invalids, 
and  convalescents. 

Sanitation.  Selection  of  site,  house  planning;  heating,  lighting, 
and  ventilating;  water  supply;  disposal  of  waste;  furnishing  and 
decorating;  cleaning  processes,  including  laundry  work. 

THE  OHIO  STATE  UNIVERSITY. 

The  Ohio  State  University,  located  in  Columbus,  is  a  part  of 
the  public  educational  facilities  maintained  by  the  State.  It  com¬ 
prises  seven  colleges : 

The  College  of  Agriculture, 

The  College  of  Arts,  Philosophy  and  Science, 

The  College  of  Education, 

The  College  of  Engineering, 

The  College  of  Law, 

The  College  of  Pharmacy, 

The  College  of  Veterinary  Medicine. 

[Note:  The  University  publishes  a' bulletin  descriptive  of  each 
college.  Copies  may  be  obtained  by  addressing  W.  E.  Mann, 
University  Editor,  Columbus,  Ohio,  and  stating  the  college  in 
which  the  writer  is  interested.] 


3  0112  105801929 


The  Ohio  State  University  Bulletin  is  published  at 
least  fifteen  times  during  the  academic  year,  as  fol¬ 
lows:  Monthly  in  October,  November,  and  June,  and 
bi-weekly  in  December,  January,  February,  March, 
April,  and  May. 


